From Novelty to Pedagogy: The CORE-MR Framework for Mobile Mixed Reality in Elementary Mathematics

Mochamad Guntur; Siti Sahronih; Yuyun Dwi Haryanti; Della Fitryarany; Afra Munifah

doi:10.3991/ijim.v20i06.59599

Authors

Mochamad Guntur Institut Prima Bangsa, Cirebon, Indonesia https://orcid.org/0000-0001-6226-7999
Siti Sahronih Institut Prima Bangsa, Cirebon, Indonesia https://orcid.org/0000-0003-2512-0626
Yuyun Dwi Haryanti Universitas Majalengka, Majalengka, Indonesia https://orcid.org/0000-0003-2768-3078
Della Fitryarany Institut Prima Bangsa, Cirebon, Indonesia https://orcid.org/0009-0009-7369-3788
Afra Munifah Institut Prima Bangsa, Cirebon, Indonesia https://orcid.org/0009-0002-7399-6673

DOI:

https://doi.org/10.3991/ijim.v20i06.59599

Keywords:

Didactical Design Research, Elementary Students, Geometry Learning, Mathematics Learning, Mixed Reality

Abstract

Mixed reality (MR) in mathematics education offers the potential to make abstract concepts more concrete and engaging. However, a gap persists between the technological design of MR tools and the complex realities of classroom instruction. This research is urgent because limited studies explain how MR learning designs evolve and support student understanding in practice. Participants included 300 elementary students and 100 teachers in multiple school settings, while a purposive sub-sample of 30 students was selected for in-depth qualitative analysis. The study employed didactical design research (DDR), consisting of prospective, metadidactic, and retrospective stages. Data were collected through classroom observations, semi-structured interviews, and student digital artifacts. Data analysis was conducted using thematic analysis. The findings indicate that MR effectively strengthens spatial reasoning and conceptual understanding of 3D geometry, though some students experienced initial cognitive overload and difficulty transferring visual understanding to symbolic mathematical representations. The implementation also required teachers to shift toward facilitative orchestration of learning activities. The study concludes that DDR enables iterative refinement of MR-based learning designs to better align with authentic classroom needs. This research contributes practical design principles for developing pedagogically grounded MR learning environments.

Author Biographies

Mochamad Guntur, Institut Prima Bangsa, Cirebon, Indonesia

Mochamad Guntur is a lecturer in the Department of Elementary School Education, Institut Prima Bangsa, Cirebon, Indonesia. His research interests include elementary mathematics education, educational technology, mixed reality–based learning, and instructional design.

Siti Sahronih, Institut Prima Bangsa, Cirebon, Indonesia

Siti Sahronih is a lecturer in the Department of Elementary School Education, Institut Prima Bangsa, Cirebon, Indonesia. Her research focuses on elementary pedagogy, mathematics learning, and digital learning media.

Yuyun Dwi Haryanti, Universitas Majalengka, Majalengka, Indonesia

Yuyun Dwi Haryanti is a lecturer in the Department of Elementary School Education, Faculty of Education, Universitas Majalengka, Majalengka, Indonesia. Her research interests include elementary mathematics instruction, learning assessment, and technology-enhanced learning.

Della Fitryarany, Institut Prima Bangsa, Cirebon, Indonesia

Dela Fitryarany is an undergraduate student in the Department of Elementary School Education, Institut Prima Bangsa, Cirebon, Indonesia. Her academic interests include elementary mathematics education and mobile mixed reality learning.

Afra Munifah, Institut Prima Bangsa, Cirebon, Indonesia

Afra Munifah is an undergraduate student in the Department of Elementary School Education, Institut Prima Bangsa, Cirebon, Indonesia. Her academic interests include elementary education, digital learning media, and innovative mathematics instruction.

References

H. T. Crogman, V. D. Cano, E. Pacheco, R. B. Sonawane, and R. Boroon, “Virtual Reality, Augmented Reality, and Mixed Reality in Experiential Learning: Transforming Educational Paradigms,” Education Science, vol. 15, no. 3, p. 303, Feb. 2025, https://doi.org/10.3390/educsci15030303

[2] L. Fang, X. Wang, and L. Zhang, “Design and Evaluation of Mixed Reality-Based Mobile English Instruction: A Comparative Analysis of Learning Outcomes,” International Journal of Interactive Mobile Technologies (iJIM), vol. 20, no. 1, pp. 4–18, 2026, https://doi.org/10.3991/ijim.v20i01.59783

[3] S. P. Suryodiningrat, A. Ramadhan, H. Prabowo, H. B. Santoso, and T. Hirashima, “Mixed reality systems in education: a systematic literature review,” Journal of Computers in Education, vol. 11, no. 3, pp. 855–878, 2024, https://doi.org/10.1007/s40692-023-00281-z

[4] Y. Tongpaeng, R. Nobnop, N. Wongwan, P. Homla, K. Intawong, and K. Puritat, “Comparison of gamified and non-gamified mixed reality in enhancing museum visitor engagement, motivation, and learning outcome,” Journal of Heritage Tourism, vol. 19, no. 6, pp. 919–948, 2024, https://doi.org/10.1080/1743873X.2024.2351852

[5] C. Aguayo and C. Eames, “Using mixed reality (XR) immersive learning to enhance environmental education,” The Journal of Environmental Education, vol. 54, no. 1, pp. 58–71, 2023, https://doi.org/10.1080/00958964.2022.2152410

[6] N. Yannier, S. E. Hudson, H. Chang, and K. R. Koedinger, “AI Adaptivity in a Mixed-Reality System Improves Learning,” International Journal of Artificial Intelligence in Education, vol. 34, no. 4, pp. 1541–1558, 2024, https://doi.org/10.1007/s40593-023-00388-5

[7] A. D. Kaplan, J. Cruit, M. Endsley, S. M. Beers, B. D. Sawyer, and P. A. Hancock, “The Effects of Virtual Reality, Augmented Reality, and Mixed Reality as Training Enhancement Methods: A Meta-Analysis,” Human Factors, vol. 63, no. 4, pp. 706–726, 2021, https://doi.org/10.1177/0018720820904229

[8] K. R. Patil, S. K. Ayer, W. Wu, and J. London, “Mixed Reality Multimedia Learning to Facilitate Learning Outcomes from Project Based Learning,” in Construction Research Congress 2020, 2020, pp. 153–161. https://doi.org/10.1061/9780784482865.017

[9] Y. Zhang, X. Wu, C. Zhu, and J. Zhou, “Classroom Quantitative Evaluation: A Method of Both Formative and Summative Evaluation,” Sustainability, vol. 15, no. 3. pp. 1783–1804, https://doi.org/10.3390/su15031783

[10] E. A. Carney, X. Zhang, A. Charsha, J. N. Taylor, and J. P. Hoshaw, “Formative assessment helps students learn over time: Why aren’t we paying more attention to it?,” Intersection: A Journal at the Intersection of Assessment and Learning, vol. 4, no. 1, pp. 1–12, 2022. https://eric.ed.gov/?id=EJ1386053

[11] M. Fjærestad and C. Xenofontos, “Digital Tools in Mathematics Classrooms: Norwegian Primary Teachers’ Experiences,” In Education, vol. 30, no. 1, pp. 1–21, 2025, https://doi.org/10.37119/ojs2025.v30i1.807

[12] P. Nilsson and J. Lund, “Design for learning – involving teachers in digital didactic design (D3),” Interactive Technology and Smart Education, vol. 20, no. 1, pp. 142–159, 2022, https://doi.org/10.1108/ITSE-08-2021-0143

[13] T. Nopriana, T. Herman, B. Avip, and P. Martadiputra, “Digital Didactical Design: The Role of Learning Obstacles in Designing Combinatorics Digital Module for Vocational Students,” International Journal of Interactive Mobile Technologies (iJIM), vol. 17, no. 2, pp. 4–23, 2023, https://doi.org/10.3991/ijim.v17i02.34293

[14] A. Bakker, Design Research in Education: A Practical Guide for Early Career Researchers (1st ed.). London: Routledge, 2018, https://doi.org/10.4324/9780203701010

[15] T. Van Nguyen, Y. Samer, C. S. Trinh, and T. H. Ngo, “Pedagogical Design Patterns in Educational Mobile Apps: A Comparative Analysis of Learning Effectiveness across K-12, Higher Education, and Professional Training,” International Journal of Interactive Mobile Technologies (iJIM), vol. 19, no. 22, pp. 4–21, 2025, https://doi.org/10.3991/ijim.v19i22.58511

[16] K. Gravemeijer and P. Cobb, Design research from a learning design perspective. New York: Routledge, 2006. https://www.taylorfrancis.com/chapters/edit/10.4324/9780203088364-12/design-research-learning-design-perspective-koeno-gravemeijer-paul-cobb

[17] T. Paoletti, A. L. Gantt, and J. Corven, “A Local Instruction Theory for Emergent Graphical Shape Thinking: A Middle School Case Study,” Journal for Research in Mathematics Education, vol. 54, no. 3, pp. 202–224, 2023, https://doi.org/10.5951/jresematheduc-2021-0066

[18] S. S. C. Chen and H. Duh, “Interface of mixed reality: from the past to the future,” CCF Transactions on Pervasive Computing and Interaction, vol. 1, no. 1, pp. 69–87, 2019, https://doi.org/10.1007/s42486-018-0002-8

[19] J. Liu, “Characteristics of Mixed Reality Technology and Its Application in Engineering Fields,” Highlights in Science, Engineering and Technology, vol. 28, pp. 213–219, 2022, https://doi.org/10.54097/hset.v28i.4109

[20] A. N. Fitri, M. A. M. Binfas, H. M. Jais, and F. Rahim, “Penerapan Augmented Reality terhadap Motivasi Intrinsik Siswa Mata Pelajaran Matematika,” Edukatif Jurnal Ilmu Pendidik, vol. 6, no. 2, pp. 1234–1244, 2024, https://doi.org/10.31004/edukatif.v6i2.6480

[21] D. S. Waliyuddin and D. Sulisworo, “Respon Peserta Didik Terhadap Augmented Reality Arloopa Sebagai Multimedia Pembelajaran Matematika,” Matriks Jurnal Sosial dan Sains, vol. 3, no. 1, pp. 18–26, 2021, https://doi.org/10.59784/matriks.v3i1.75

[22] I. N. Sari and D. Sulisworo, “Pengembangan LKPD Berbasis Augmented Reality Sebagai Media Pembelajaran Matematika,” JNPM (Jurnal Nasional Pendidikan Matematika), vol. 7, no. 1, p. 1, 2023, https://doi.org/10.33603/jnpm.v7i1.5347

[23] S. Pahmi and A. P. Junfithrana, “Integrasi Teknologi Virtual Reality dan Kearifan Lokal Batik dalam Pembelajaran Matematika bagi Guru Sekolah Dasar,” Jurnal Pengabdian Kepada Masyarakat Abdi Nusa, vol. 4, no. 3, pp. 315–326, 2024. https://doi.org/10.52005/abdinusa.v4i3.381

[24] S. Sugiarto, A. Buchori, and W. Kusumaningsih, “Pengembangan Mobile Learning Matematika menggunakan Virtual Reality dalam Meningkatkan Kemampuan Spasial Siswa SMP,” Imajiner: Jurnal Matematika dan Pendidikan Matematika, vol. 5, no. 3, pp. 242–249, 2023, https://doi.org/10.26877/imajiner.v5i3.15465

[25] D. Febriana, I. A. V.Y., and A. S. Pamungkas, “Pengembangan Media Pembelajaran Virtual Reality berbantu Millea Lab pada Mata Pelajaran Matematika di Sekolah Dasar,” Jurnal Pendidikan. Dasar, vol. 11, no. 2, pp. 329–340, 2023, https://doi.org/10.46368/jpd.v11i2.926

[26] C.-Y. Chang, H.-C. Kuo, and Z. Du, “The role of digital literacy in augmented, virtual, and mixed reality in popular science education: a review study and an educational framework development,” Virtual Reality, vol. 27, no. 3, pp. 2461–2479, 2023, https://doi.org/10.1007/s10055-023-00817-9

[27] R. M. Viglialoro, S. Condino, G. Turini, M. Carbone, V. Ferrari, and M. Gesi, “Augmented Reality, Mixed Reality, and Hybrid Approach in Healthcare Simulation: A Systematic Review,” Applied Sciences, vol. 11, no. 5, 2021, https://doi.org/10.3390/app11052338

[28] B. T. Kumaravel and B. Hartmann, “Interactive Mixed-Dimensional Media for Cross-Dimensional Collaboration in Mixed Reality Environments,” Frontiers in Virtual Reality, vol. 5, no. 50, 2022, https://doi.org/10.3389/frvir.2022.766336

[29] S. Budiana, N. Rosfadhri, S. Prameswari, and A. Nursaadah, “A Comparison of the Effectiveness of STEM Skewer Stick and Flash Card Learning Media on Students’ Understanding of the Concept of Area of Plane Figures at SDN Layungsari 2,” Journal of Mathematics Instruction, Social Research and Opinion, vol. 4, no. 2, pp. 559–568, 2025, https://doi.org/10.58421/misro.v4i2.527

[30] A. Shvarts and G. van Helden, “Embodied learning at a distance: from sensory-motor experience to constructing and understanding a sine graph,” Mathematical Thinking and Learning, vol. 25, no. 4, pp. 409–437, 2023, https://doi.org/10.1080/10986065.2021.1983691

[31] M. Guntur, P. Windari, and N. I. S. Ningsih, “Learning Trajectory of Numerical Problem-Solving Through STEM- Integrated Mathematics : A Didactical Design Research Approach,” Participatory Educational Research, vol. 12, no. 6, pp. 1–35, 2024, http://dx.doi.org/10.17275/per.25.76.12.6

[32] D. Suryadi, “Didactical Design Research (DDR) dalam Pengembangan Pembelajaran Matematika,” in Prosiding Seminar Nasional MIPA, 2013, pp. 3–12. https://www.academia.edu/35725490/SEMNAS_PMAT_2013_Jurnal_Didi_Suryadi_DDR_pdf

[33] M. G. Jatisunda, D. Suryadi, S. Prabawanto, and U. Umbara, “Pre-service mathematics teacher conducting prospective analysis: A case study on practice didactical design research,” Infinity Journal, vol. 14, no. 1, pp. 21–44, 2025, https://doi.org/10.22460/infinity.v14i1.p21-44

[34] Jamilah, D. Suryadi, and N. Priatna, “Analysis of Didactic Transposition and HLT as a Rationale in Designing Didactic Situation,” in Proceedings of the 4th Sriwijaya University Learning and Education International Conference (SULE-IC 2020), 2021, pp. 567–574. https://doi.org/10.2991/assehr.k.201230.164

[35] T. Heriyana, U. Umbara, E. Farhan, and W. Puadi, “Didactical design research on mathematical sequence material in vocational high schools for job preparation,” Jurnal Elemen, vol. 11, no. 2, pp. 277–296, 2025, https://doi.org/10.29408/jel.v11i2.27753

[36] I. Carlgren, “The learning study as an approach for ‘clinical’ subject matter didactic research,” International Journal for Lesson and Learning Studies, vol. 1, no. 2, pp. 126–139, 2012, https://doi.org/10.1108/20468251211224172

[37] V. Braun and V. Clarke, “Using thematic analysis in psychology.,” Qualitative Research in Psychology, vol. 3, no. 2, pp. 77–101, 2006, https://doi.org/10.1191/1478088706qp063oa

[38] Y. S. Lincoln and E. G. Guba, Naturalistic inquiry, vol. 75. Los Angeles: SAGE Publication, 1985. http://dx.doi.org/10.1016/0147-1767(85)90062-8

[39] F. A. Fernandes, C. S. C. Rodrigues, E. N. Teixeira, and C. M. L. Werner, “Immersive Learning Frameworks: A Systematic Literature Review,” IEEE Transactions on Learning Technologies, vol. 16, no. 5, pp. 736–747, 2023, https://doi.org/10.1109/TLT.2023.3242553

[40] M. A. Kuhail, A. Elsayary, S. Farooq, and A. Alghamdi, “Exploring Immersive Learning Experiences: A Survey,” Informatics, vol. 9, no. 4, 2022, https://doi.org/10.3390/informatics9040075

[41] J. Sweller, “The Development of Cognitive Load Theory: Replication Crises and Incorporation of Other Theories Can Lead to Theory Expansion,” Educational Psychology Review, vol. 35, no. 4, p. 95, 2023, https://doi.org/10.1007/s10648-023-09817-2

[42] C. Seufert, S. Oberdörfer, A. Roth, S. Grafe, J.-L. Lugrin, and M. E. Latoschik, “Classroom management competency enhancement for student teachers using a fully immersive virtual classroom,” Computers & Education, vol. 179, no. 12, p. 104410, 2022, doi: https://doi.org/10.1016/j.compedu.2021.104410

[43] D. V. V Ambedkar and D. S. R. Thakar, “Teacher Vs. Technology: Will AI Replace or Assist Educators In Primary Schools?,” International Education and Research Journal-IERJ, vol. 11, no. 6. 2025, https://doi.org/10.5281/zenodo.15846877

[44] A. D. Samala, S. Papadakis, and S. Rawas, “Global insights into mobile learning in higher education: a PRISMA-guided bibliometric analysis from 2007 to 2023,” International Journal of Educational Reform, pp. 1–31, 2025, doi: https://doi.org/10.1177/10567879251341869

[45] S. Papadakis, A.-I. Zourmpakis, S. Kasotaki, and M. Kalogiannakis, “Teachers’ Perspectives on Integrating Adaptive Gamification Applications into Science Teaching,” Journal Electrical System, vol. 20, no. 11, pp. 2593–2600, 2024, doi: https://doi.org/10.52783/jes.7917