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Mathematical Problems in Engineering
Volume 2015, Article ID 946034, 13 pages
Research Article

A Pilot Study on the Use of Mobile Augmented Reality for Interactive Experimentation in Quadratic Equations

Engineering and Technology Institute, Ciudad Juárez Autonomous University, Avenida del Charro 450 Norte, Colonia Partido Romero, 32310 Ciudad Juárez, CHIH, Mexico

Received 24 October 2014; Revised 9 January 2015; Accepted 12 January 2015

Academic Editor: Yaguo Lei

Copyright © 2015 Ramón Iván Barraza Castillo et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.


Recent studies have reported that the inclusion of new technological elements such as augmented reality (AR), for educational purposes, increases the learning interest and motivation of students. However, developing AR applications, especially with mobile content, is still a rather technical subject; thus the dissemination of the technology in the classroom has been rather limited. This paper presents a new software architecture for AR application development based on freely available components; it provides a detailed view of the subsystems and tasks that encompass the creation of a mobile AR application. The typical task of plotting a quadratic equation was selected as a case study to obtain feasibility insights on how AR could support the teaching-learning process and to observe the student’s reaction to the technology and the particular application. The pilot study was conducted with 59 students at a Mexican undergraduate school. A questionnaire was created in order to obtain information about the students’ experience using the AR application and the analysis of the results obtained is presented. The comments expressed by the users after the AR experience are positive, supporting the premise that AR can be, in the future, a valuable complimentary teaching tool for topics that benefit from contextual learning experience and multipoint visualization, such as the quadratic equation.