Rosidah, M. Miftach Fakhri, Muhammad Ammar Naufal, Muhammad Takwin Machmud, Della Fadhilatunisa, Fitria Arifiyanti, Soeharto Soeharto
Despite the increasing use of digital tools in education, limited research has explored their combined impact on both cognitive and affective learning outcomes in mathematics. This study aims to address this gap by investigating the effect of integrating GeoGebra technology through Augmented Reality (AR) and microgames on students’ motivation, confidence, and the application of effective problem-solving strategies in mathematics education. A quantitative methodology with a cross-sectional design was employed, involving 1,148 university students from various regions of Indonesia. The proposed model was validated using PLS-SEM, which confirmed both the measurement and structural models. The evaluation of the measurement model established the instrument’s validity and reliability. The structural model analysis confirmed that AR technology and microgames, when integrated with GeoGebra, significantly enhanced problem-solving abilities. Motivation and confidence were identified as key mediators in this process. Motivation and confidence were found to mediate the relationship between digital tool integration and the development of effective problem-solving strategies. The model explained 62.2% of the variance in student motivation and confidence and 39.2% of the variance in problem-solving strategies, confirming the model’s effectiveness and robustness in capturing the relationships among the constructs under investigation. This study provides new insights into the complex role of technology in mathematics education and emphasizes the importance of adopting advanced digital tools to enhance both cognitive and affective learning outcomes. The findings suggest that educators and policymakers should consider implementing these technologies to create more engaging, effective, and motivationally supportive learning environments. Future research should explore the long-term impact of these technologies and their effectiveness across diverse educational settings. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2025.
Department of Mathematics, Faculty of Mathematics and Natural Sciences, Universitas Negeri Makassar, Makassar, Indonesia; Department of Informatics and Computer Engineering, Faculty of Engineering, Universitas Negeri Makassar, Makassar, Indonesia; Faculty of Education, State University of Medan, Medan, Indonesia; Department of Accounting, Alauddin State Islamic University, Makassar, Indonesia; Department of Mathematics and Science Education, Universitas Pendidikan Indonesia, Bandung, Indonesia; Research Center for Education, National Research and Innovation Agency (BRIN), Jakarta, Indonesia; Research Center of Educational Technologies, Azerbaijan State University of Economics, Baku, Azerbaijan; Linz School of Education, Department of STEM Education, Johannes Kepler University, Altenberger Straße 69. Standort. Science Park 4, Linz, 4040, Austria
