A review of existing studies on Augmented Reality in education, focusing on how AR improves student engagement, understanding, and interactive learning in STEM subjects.

Most existing AR learning applications are not aligned with the Sri Lankan school curriculum and lack interactive, physics-based simulations suitable for local classroom use.

Traditional teaching methods make it difficult for students to understand abstract STEM concepts, leading to low engagement and limited conceptual understanding.

To develop an AR-based learning application that enhances student understanding of STEM concepts by providing interactive, curriculum-aligned visualizations and activities.

The project follows a design and development approach using Unity and AR technologies, including building interactive modules, implementing quizzes, and collecting user interaction data for evaluation.

The system is developed using Unity, AR Foundation, Vuforia Engine, and C#, along with CSV-based data logging for research analysis.

A review of existing studies on Augmented Reality in mathematics education, specifically focusing on how spatial visualization through AR improves student comprehension of geometric concepts, such as the relationship between 2D nets and 3D solids, and increases overall engagement in middle-school math.

Most existing AR educational applications are generic, not aligned with the Sri Lankan Grade 8 mathematics curriculum, and lack interactive, step-by-step spatial transformations (like folding a 2D plane into a 3D cube) that are suitable for direct integration into local classroom teaching.

Traditional 2D textbook methods make it difficult for students to accurately visualize and mentally manipulate abstract geometric concepts, such as the properties of complex solids and triangles. This limitation relies heavily on a student's innate spatial reasoning, often leading to a gap in conceptual understanding and lower classroom engagement.

To develop a targeted, AR-based mathematical module that enhances student understanding of spatial geometry by providing interactive, curriculum-aligned visualizations that bridge the gap between abstract 2D representations and tangible 3D solids.

The project follows a design and development approach to build interactive geometric modules. It involves testing these AR visualizations in local schools and conducting a quantitative analysis of the collected user interaction and assessment data to directly compare the effectiveness of the AR application against traditional mathematical teaching methods.

The mathematical component is developed using Unity and the Vuforia Engine for highly accurate image target tracking (essential for scanning printed 2D nets), scripted with C# for the interactive 3D transformations, and utilizes CSV-based data logging to capture the quantitative research metrics for analysis.

A review of existing studies on immersive technologies in education, focusing on how AR enhances student understanding and interactivity in Grade 10 ICT, while identifying the need for localized applications in resource-constrained environments.

Currently, no research exists on an AR application specifically designed for Sri Lanka’s Grade 10 ICT syllabus, as most existing tools lack local curricular alignment and demand high-end hardware unsuitable for resource-constrained classrooms.

The reliance on static 2D textbooks makes it difficult for students to grasp dynamic, abstract ICT concepts, resulting in passive consumption rather than active conceptual understanding.

To develop a marker-based AR mobile application that enhances Grade 10 ICT education by transforming static textbook diagrams into interactive, 3D learning experiences.

The project follows a design and development approach using Unity and AR technologies, including building interactive modules, implementing quizzes, and collecting user interaction data for evaluation.

The system is developed using the Unity 3D Game Engine, C#, and AR tracking frameworks such as AR Foundation and Vuforia, along with 3D modeling tools like Blender and Maya, and an integrated analytics framework for data logging.

Existing studies on Augmented Reality (AR) in education show that it improves student understanding, engagement, and visualization of abstract concepts such as astronomy. While AR enhances interactive learning compared to traditional methods, most applications focus mainly on visualization and lack gamification, assessment features, and alignment with local curriculum.

Currently, there is no research on AR-based applications specifically designed for the Sri Lankan Grade 8 science curriculum (Solar System). Most existing solutions lack curriculum alignment, interactive learning activities, and are not optimized for accessible mobile-based learning in typical classroom environments.

The reliance on static textbook-based learning makes it difficult for students to understand abstract astronomical concepts such as planetary size, structure, and spatial relationships, resulting in reduced engagement and limited conceptual understanding.

To develop a marker-based AR mobile application that enhances learning of the Solar System by transforming static content into interactive 3D visualizations, combined with gamified activities to improve student engagement and knowledge retention.

The project adopts a marker-based AR approach using image targets to display interactive 3D models of the Solar System. Users can explore these models through zooming and rotation, while gamified learning activities are integrated to enhance engagement and understanding. For evaluation, quantitative data is gathered through student performance in quizzes and game-based activities.

The system is developed using the Unity 3D engine and C# programming, with AR implementation through Vuforia SDK. 3D assets are created using Blender, and the application is deployed as an Android mobile application for accessibility and ease of use.