Future studies are recommended to involve larger, more

The gap

Evidence profile

Stated in the recommendations and future work and inline gaps sections of the source papers, classified as general, spanning 5 journals.

Supporting evidence — 5 representative gaps

• Visualizing Mathematics Learning: A Science Mapping of Augmented Reality and Immersive Learning Technologies in Mathematics Education (2026) · International Journal of Learning Teaching and Educational Research · doi

  In light of the bibliometric results and thematic trends revealed in this study, several future research, policy, and practice directions are suggested for augmented/assisted technologies for mathematics education. learning First, future research must have a better theoretical underpinning and therefore more explicitly position augmented and immersive learning designs in theories (i.e., embodied cognition, constructivism, established metacognition). In so doing, this work has the potential to advance the field beyond into-theory interpretation, while supporting explications of how and why such technologies afford mathematics learning. To operationalize this, the development of a standardized framework for AR mathematics design is suggested that aligns instrument-determined experimentation and toward http://ijlter.org/index.php/ijlter specific immersive technologies with corresponding mathematical competencies. 860 to explore learning retention, In the second instance, researchers are invited to conduct both longitudinal and transfer of large-scale empirical studies mathematical understanding, and learners’ motivation as well as spatial reasoning and problem-solving skills. Designs like that would counteract the current short-term-intervention fad and build stronger evidence base for deciding what to do in education. Additionally, researchers should target underrepresented mathematical topics, where AR’s ability to visualize complex data distributions, such as in Statistics, could provide unique pedagogical value currently missing in the literature. long-term consequences on Third, more emphasis should be placed on teacher training and development. Preservice and in-service teacher education that supports teachers in designing, implementing, and critically reflecting on augmented and immersive learning activities is vital for pedagogically sound classroom utilization. Studies targeting teachers’ pedagogical beliefs, technological skills and access to technology will help ensure more sustainable uptake. Furthermore, policymakers must prioritize necessary VR/AR infrastructure in schools to prevent digital divide. Fourth, it would be advisable for further studies to broaden their sample and focus across different educational contexts and learner profiles, especially in underprivileged or resource-limited situations. Comparative, cross-cultural research may help in understanding conditions of effectiveness and equity for technology-enhanced mathematics learning. To support this global equity, adopting specific “Open Access” practices to improve global knowledge sharing may be employed. Lastly, inter-disciplinary cooperation involving mathematics educators, learning science researchers, and technology developers is strongly advised. Such collaborations may enable the creation of learner-centered, curriculum-aligned, and ethically led immersive learning spaces that underpin the use of new technologies to drive innovation but also ensure access and quality for all learners. Crucially, this collaboration must establish ethical guidelines for AI and data-driven immersive environments which safeguards students’ privacy. Collectively, these recommendations seek to inform the subsequent wave of research in support of more meaningful, replicable, and theoretically grounded implementations of immersive technologies in mathematics education.

  generalstated in recommendationsevidence 5/5
  Keywords: learning mathematics immersive technologies education augmented must mathematical researchers access technology future designs development ijlter
• AI meets Piaget and Vygotsky: A theory-driven approach to fraction learning in Greek lower secondary mathematics (2026) · European Journal of Science and Mathematics Education · doi

  Building on the present findings, future research should adopt multi-site designs to test the model’s effectiveness across diverse geographical, cultural, and socio-economic contexts. Including schools with varying levels of technological infrastructure would provide a clearer picture of the scalability and adaptability of AI-enhanced mathematics instruction. Longitudinal studies are also warranted to examine whether the improvements in conceptual understanding, procedural fluency, and engagement are maintained over time and whether they transfer to other mathematical domains, such as algebra, geometry, or problem-solving in real-world contexts. Further work should also explore the role of teacher professional development in maximizing the pedagogical benefits of AI tools. Investigating how teachers integrate AI functionalities into lesson planning, classroom management, and assessment practices could offer practical strategies for sustainable implementation. Additionally, the study’s threshold analysis suggests that optimal learning gains are linked to specific usage benchmarks for each AI tool. Future studies could experimentally manipulate dosage levels to determine causal relationships between AI engagement and learning outcomes, potentially leading to more precise guidelines for effective tool integration. Lastly, given the ethical considerations surrounding AI in education—including data privacy, algorithmic transparency, and equitable access—future research should include explicit frameworks for ethical governance and evaluate their impact on teacher and student trust in AI systems. This would ensure that technological advancements are implemented in ways that promote inclusion, fairness, and responsible use.

  generalstated in future workevidence 5/5
  Keywords: learning technological conceptual procedural teacher tools tool future fluency engagement time pedagogical integration multi effectiveness
• ARTIFICIAL INTELLIGENCE AND DIGITAL INNOVATION IN MATHEMATICS EDUCATION FOR CRITICAL THINKING: A SYSTEMATIC LITERATURE REVIEW (2026) · ACADEMIA: Jurnal Inovasi Riset Akademik · doi

  strands into a coherent framework for mathematics education in the digital era. The research gaps presented in Table 4 indicate that the existing literature has not yet fully explained how artificial intelligence and digital innovation can be systematically integrated into mathematics learning to foster critical thinking. Although the reviewed studies highlight the potential of digital tools, AI-supported learning, and innovative pedagogical approaches, most of them remain fragmented in terms of theoretical grounding, empirical validation, and classroom implementation. In particular, limited attention has been given to how AI-based learning environments influence students’ mathematical reasoning, argumentation, problem-solving processes, and critical evaluation of mathematical ideas. Therefore, future studies need to move beyond general discussions of digital innovation and provide stronger empirical evidence on how AI can be pedagogically designed, implemented, and evaluated in mathematics classrooms.

  generalstated in future workevidence 5/5
  Keywords: digital mathematics learning innovation critical empirical mathematical strands coherent framework education gaps presented indicate existing
• A Causal-Comparative Study of Flexible Learning Modalities on Mathematical Comprehension among Second-Year College Students (2026) · International Journal For Multidisciplinary Research · doi

  Based on these findings, the following are recommended: For Students: Actively engage in interactive problem-solving and utilize recorded lectures and digital tools to manage cognitive load. IJFMR260378851 Volume 8, Issue 3, May-June 2026 7 International Journal for Multidisciplinary Research (IJFMR) E-ISSN: 2582-2160 ● Website: www.ijfmr.com ● Email: [email protected] For Educators: Redesign synchronous instructions by using digital tablets or document cameras to replicate F2F visual clarity and slow the instructional pace, including frequent formative checks. For Policymakers and Administrators: Invest in reliable infrastructure and "zero-rated" data access for learning platforms to bridge the digital divide, while providing faculty training focused on structured, interactive design. For Future Researchers: They should use this study as a foundation to explore these issues further, perhaps utilizing a sequential explanatory design to investigate the specific technical and social barriers that persist in mathematics education within the Philippine context. REFERENCE: 1. Abdikerova, Z. (2024). Innovative Approaches to Teaching Fundamental Concepts in School Mathematics: A Comparative Study. Eurasian Science Review an International Peer-Reviewed Multidisciplinary Journal, 2(2), 162–168. https://doi.org/10.63034/esr-45 2. Joni K.A., Cindy T. (2021). Online teaching effectiveness: A case study of online 4-week classes in a graduate information systems program. 3. Mansour S.A., Enas A.T. (2023). A Comparative Study of the Effects of Distance Learning and Face-to-Face Learning during the COVID-19 Pandemic on Learning Mathematical Concepts in the Kingdom of Bahrain. Education Sciences, 13(2), 133.

  generalstated in recommendationsevidence 5/5
  Keywords: ijfmr learning digital interactive international journal multidisciplinary design mathematics education teaching concepts comparative online face
• Improving Spatial Ability Using GeoGebra and Kahoot-Assisted Guided Discovery Learning Models (2026) · Jurnal Pendidikan MIPA · doi

  Future studies are recommended to involve larger, more diverse samples, use longer intervention periods, and investigate additional variables such as learning motivation, digital literacy, and students’ retention of spatial ability over time. Future research is recommended to involve larger, more diverse samples, use random sampling techniques, and explore the long-term effects of technology-assisted Guided Discovery Learning in mathematics education.

  generalstated in inline gapsevidence 5/5
  Keywords: future recommended involve larger diverse samples learning longer intervention periods investigate additional variables motivation digital

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