Conference paper Open Access
Young students often find it difficult to understand the three-dimensional structure of solids. New technologies that support three-dimensional representations, such as Virtual and Augmented Reality, can provide the basis for implementing teaching tools that will allow students to better understand topics in mathematics involving three-dimensional structures. In this paper we present the methodology used as part of an investigation that aims to evaluate the potential and compare Virtual and Augmented Reality technologies for teaching the lesson of geometric solids to primary school children. Emphasis is given on the development of dedicated tools used as part of the evaluation. Early results indicate that as far as the learning outcomes and the student satisfaction are concerned, both VR and AR technologies show similar promise.