Model for the formation of students’ interest in STEM through geometry learning based on visual spatial abilities using augmented reality technology

Abstract

STEM education is one of the primary priorities in the Malaysian Education Blueprint (PPPM) 2013-2025, in line with the relevance of STEM at the global level. In keeping with the educational needs of 21st-century learning, the use of technology in education is also highly encouraged. Unfortunately, the Malaysian government's goal of producing one million experts in Science, Technology, Engineering, and Mathematics (STEM) by 2020 was not met because the 60:40 STEM: non-STEM policy failed to meet the goal. Students' interest in different STEM disciplines has been linked to their interest in integrated STEM in previous studies. Students' lack of interest in STEM fields appears to have an impact on their low mathematics achievement at the international assessment level, including in the field of geometry. Geometry is one of the most important branches of mathematics, and spatial thinking goes hand in hand with it. This paper presents the results of a critical review as well as a brief overview of ongoing research targeted at developing a model for the formation of interest among secondary school students in STEM through geometry learning based on augmented reality (AR) technology and visual-spatial abilities. The first part of the paper provides an in-depth review of these matters based on rather limited resources. The review revealed various difficulties and limitations in piquing students’ interest in STEM and mathematics. The second part describes research being conducted by the researchers to examine the implementation of using AR in geometry learning based on visual-spatial abilities. For the pilot and main stages of the study, pre-and post-test, observations, and semi-structured interviews will be conducted. The data will be analysed quantitatively and qualitatively, and the theory of change approach will be applied. The findings will be used to develop a model for the formation of interests among students as a result of geometry learning. The model aims to provide some relevant information for technology-assisted mathematics instruction, and it aligns with national STEM policy goals of increasing the number of students selecting STEM disciplines in secondary and higher education.