Augmented and Virtual Reality for Abstract Mathematical Visualization: A Systematic Review of Cognitive Outcomes

Abstract

Augmented reality and virtual reality provide interactive visual and spatial environments for representing mathematical objects that are difficult to explore through static two dimensional media. This systematic review synthesizes how AR and VR support abstract mathematical visualization in mathematics education and examines the cognitive outcomes associated with these immersive learning experiences. Following the PRISMA 2020 framework, studies indexed in Scopus and published between 2015 and 2025 were identified, screened, and assessed for eligibility. Studies were included when they involved AR, VR, mixed reality, extended reality, or similar immersive environments in mathematics education; addressed mathematical objects, concepts, structures, or representations; and reported pedagogical applications, technological affordances, learning processes, or cognitive outcomes. Studies unrelated to mathematics education, purely technical papers without educational implementation, broad STEM studies without separable mathematics data, and reports with insufficient full text information were excluded. From 297 initial records, 42 studies were included in the final thematic synthesis. AR/VR was most frequently applied to domains with strong visual and spatial demands, especially geometry and solid geometry, while applications in calculus, functions, vectors, transformations, algebra, and trigonometry reflected broader efforts to connect symbolic, graphical, spatial, and embodied representations. Spatial ability, spatial visualization, and conceptual understanding were the most consistently reported outcomes and were associated with the externalization of abstract objects, interactive manipulation, and coordination among multiple representations. Evidence for representational fluency, problem solving, memory retention, and cognitive load was more variable. The review concludes that AR/VR can support mathematical learning when integrated with theoretically grounded task design, scaffolding, teacher orchestration, and rigorous empirical evaluation.