Integrating Augmented Reality Into Zambia’s Education System: A Case Study of an AR-Based Geometry App and Its Impact on Learning Outcomes

Abstract

This research investigates the use of Augmented Reality (AR) to enhance the teaching and learning of geometry in Zambia’s education system. Aligned with national efforts to modernize classrooms and strengthen STEM competencies, the research focuses on developing and evaluating an AR-based application that visualizes three-dimensional geometric shapes in an interactive format. The application allows students to engage with cones, pyramids, prisms, and cuboids through real-time visualization, spatial interaction, and annotated overlays anchored to image markers. Evaluation was conducted in school settings using questionnaires administered to teachers and students to identify instructional challenges, learner preferences, and pedagogical needs. Results showed that students face difficulties in visualizing 3D shapes and understanding spatial relationships, while teachers highlighted the need for interactive tools to improve engagement and conceptual understanding. Both groups expressed a strong preference for hands-on, visually rich learning methods that connect geometry to real-world contexts. The findings demonstrate that integrating AR into classrooms can revitalize traditional teaching practices, enhance comprehension of geometry, and foster deeper learner engagement. This research provides insights for policy-makers, educators, and curriculum designers seeking scalable and context-sensitive innovations for education in developing regions.