Augmented Reality as a Catalyst for Student Motivation in Mathematics Learning: A Conceptual Framework

Abstract

Low levels of student motivation continue to negatively affect engagement and achievement in Mathematics. Augmented Reality (AR) has emerged as a promising educational technology capable of enhancing students’ interest and motivation through interactive, visual, and immersive learning experiences. This concept paper explores the role of AR as a catalyst for improving student motivation in Mathematics learning, grounded in the Self-Determination Theory (SDT), which emphasizes the fulfilment of autonomy, competence, and relatedness. The paper analyses how AR features support motivational development, discusses challenges associated with AR implementation in Mathematics education, and proposes strategies to strengthen its integration in classroom practice. The discussion suggests that well-planned AR integration can promote student-centered learning, enhance engagement and create more meaningful Mathematics learning experiences. The findings of this paper provide valuable insights for educators and policymakers seeking to leverage AR as an effective pedagogical strategy to improve student motivation in Mathematics education.