Interactive GUIs and 3D Visualization in Computational Mathematics Education: A Systematic Literature Review

Syaharuddin Syaharuddin; Abdillah Abdillah; Saba Mehmood; Wasim Raza; Alfiana Sahraini; Sunday Emmanuel Fadugba

doi:10.36312/e-saintika.v10i2.3942

Authors

Syaharuddin Syaharuddin Universitas Muhammadiyah Mataram
Abdillah Abdillah Universitas Muhammadiyah Mataram
Saba Mehmood University of Management and Technology
Wasim Raza Universidade Federal Do Rio de Janeiro
Alfiana Sahraini Universitas Muhammadiyah Mataram
Sunday Emmanuel Fadugba Ekiti State University

DOI:

https://doi.org/10.36312/e-saintika.v10i2.3942

Keywords:

Computational Mathematics Education, Graphical User Interface, 3D Visualization, Interactive Learning Tools, Systematic Literature Review

Abstract

Graphical User Interfaces (GUIs) and 3D visualization can support computational mathematics learning by making abstract, spatial, and dynamic concepts more accessible. However, evidence concerning their pedagogical applications, reported outcomes, and implementation challenges remains fragmented across technologies and educational contexts. This systematic literature review identifies, classifies, and synthesizes research on GUI- and 3D-supported computational mathematics education. Open-access publications written in English or Indonesian and indexed in Scopus, the Directory of Open Access Journals, and Google Scholar between 2015 and 2025 were examined using a PRISMA-informed selection process. Of the 28,563 records initially identified, 1,123 were retained for bibliometric and keyword co-occurrence analysis, while 31 studies met the full eligibility criteria and were included in the qualitative synthesis. The included studies were analyzed through thematic coding, cross-study comparison, and narrative synthesis. Bibliometric mapping identified four major clusters: technology-supported learning environments; visualization, GUI, and user interaction; simulation and advanced computational methods; and datasets, images, and predictive models. Across the included studies, GUI and 3D visualization were generally associated with reported improvements in conceptual understanding, learning motivation, engagement, and interaction with mathematical representations. Nevertheless, their educational value depended on usability, instructional scaffolding, curriculum alignment, teacher readiness, and technological accessibility. The findings provide design-oriented guidance for educators and developers and highlight the need for rigorous research in non-geometry domains, standardized evaluation methods, and integrated pedagogical frameworks for computational mathematics education.

Downloads

Download data is not yet available.

References

Agrawal, A. (2024). A mixed reality environment for mathematics. International Journal of Scientific Research in Engineering and Management, 8(3), 1–5. https://doi.org/10.55041/ijsrem29739

Ahmad, N. I. N., & Junaini, S. N. (2020). Augmented reality for learning mathematics: A systematic literature review. International Journal of Emerging Technologies in Learning, 15(16), 106–122. https://doi.org/10.3991/ijet.v15i16.14961

Amevor, G., Bayaga, A., & Bossé, M. J. (2021). Analysis of rural-based pre-service teachers’ spatial-visualisation skills in problem solving in vector calculus using MATLAB. International Journal of Emerging Technologies in Learning, 16(10), 125–142. https://doi.org/10.3991/ijet.v16i10.19269

Anggraheni, I., Hadi, S., & Pristiani, R. (2025). Pengembangan profesional guru di sekolah dasar Indonesia dalam konteks kebijakan nasional. PAEDAGOGY: Jurnal Ilmu Pendidikan dan Psikologi, 4(4), 590–600. https://doi.org/10.51878/paedagogy.v4i4.4102

Apriyani, N. (2022). Pendidikan matematika. Lenternal: Learning and Teaching Journal, 3(1), 1–5. https://doi.org/10.32923/lenternal.v3i1.2275

Barcelos, T. S., Munoz, R., Villarroel, R., Merino, E., & Silveira, I. F. (2018). Mathematics learning through computational thinking activities: A systematic literature review. Journal of Universal Computer Science, 24(7), 815–845. https://doi.org/10.3217/jucs-024-07-0815

Boltsi, A., Kalovrektis, K., Xenakis, A., Chatzimisios, P., & Chaikalis, C. (2024). Digital tools, technologies, and learning methodologies for Education 4.0 frameworks: A STEM-oriented survey. IEEE Access, 12, 12883–12901. https://doi.org/10.1109/ACCESS.2024.3355282

Bray, A., & Tangney, B. (2017). Technology usage in mathematics education research: A systematic review of recent trends. Computers & Education, 114, 255–273. https://doi.org/10.1016/j.compedu.2017.07.004

Cabrera, L., Ketelhut, D. J., Mills, K., Killen, H., Coenraad, M., Byrne, V. L., & Plane, J. (2023). Designing a framework for teachers’ integration of computational thinking into elementary science. Journal of Research in Science Teaching, 61(6), 1326–1361. https://doi.org/10.1002/tea.21888

Caroline, C. (2025). Meningkatkan aksesibilitas pendidikan melalui teknologi: Tantangan dan solusi di negara berkembang. Jurnal Ilmiah Edukatif, 11(1), 224–231. https://doi.org/10.37567/jie.v11i1.3696

Castañeda-Miranda, V. H., Luque-Vega, L. F., López-Neri, E., Nava-Pintor, J. A., Guerrero-Osuna, H. A., & Ornelas-Vargas, G. (2021). Two-dimensional Cartesian coordinate system educational toolkit: 2D-CACSET. Sensors, 21(18), 6304. https://doi.org/10.3390/s21186304

Cevikbas, M., Bulut, N., & Kaiser, G. (2023). Exploring the benefits and drawbacks of AR and VR technologies for learners of mathematics: Recent developments. Systems, 11(5), 244. https://doi.org/10.3390/systems11050244

Cho, Y., Hong, S., Kim, M., & Kim, J. (2022). DAVE: Deep learning-based asymmetric virtual environment for immersive experiential metaverse content. Electronics, 11(16), 2604. https://doi.org/10.3390/electronics11162604

Costa, A. C. F., Santos, V. H. de M., & Oliveira, O. J. de. (2021). Towards the revolution and democratization of education: A framework to overcome challenges and explore opportunities through Industry 4.0. Informatics in Education. https://doi.org/10.15388/infedu.2022.01

Crandall, R., & Karadoğan, E. (2021). Designing pedagogically effective haptic systems for learning: A review. Applied Sciences, 11(14), 6245. https://doi.org/10.3390/app11146245

Dahal, N., Pant, B. P., Shrestha, I. M., & Manandhar, N. K. (2022). Use of GeoGebra in teaching and learning geometric transformation in school mathematics. International Journal of Interactive Mobile Technologies, 16(8), 65–78. https://doi.org/10.3991/ijim.v16i08.29575

Demir, B. E. (2021). Okulöncesi eğitimde kodlama, robotik ve bilişimsel düşünme: Magne-Board’un gelişimi. European Journal of Science and Technology. https://doi.org/10.31590/ejosat.842483

Dewita, N., Sintiani, P., & Nugraha, A. W. (2020). Pengaruh media pembelajaran berbasis visualisasi 3D dan animasi molekul terhadap hasil belajar bahasan bentuk molekul. Seminar Nasional Kimia dan Pendidikan Kimia Jurusan Kimia FMIPA UNIMED, 5(2), 244–250. https://digilib.unimed.ac.id/id/eprint/43191

Eyrikh, N., Zholdosheva, A., Shakeeva, C., Gorbunova, T., & Bazhenov, R. (2022). The efficiency of multimedia technologies utilized in studying mathematics course in the fields of engineering. Journal of Physics: Conference Series, 2193(1), 012083. https://doi.org/10.1088/1742-6596/2193/1/012083

Gagani, R. F. M. (2023). Assessing pre-service mathematics education teachers’ deductive reasoning via proof writing in basic geometry: The power of SOLO taxonomy. Jurnal Pendidikan Progresif, 13(3), 979–996. https://doi.org/10.23960/jpp.v13.i2.202307

García-García, R., Rico, J. M., Dooner, D. B., Cervantes-Sánchez, J. J., & García-Murillo, M. A. (2025). Construction of interactive kinematic spatial mechanism and robot models through GeoGebra software. Computer Applications in Engineering Education, 33(3). https://doi.org/10.1002/cae.70039

Gaviria-Rodríguez, D., Arango-Arango, J., Valencia-Arías, A., Flores, L. J. V., Valencia, J., & Zavala, L. R. (2024). Using interactive learning objects in teaching accounting sciences: A case study. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1270622

Giraldo, J. S., Kok, K., & Paterakis, N. G. (2023). A structured review on game-based learning applied to electrical power and energy engineering. Computer Applications in Engineering Education, 32(1). https://doi.org/10.1002/cae.22686

Gutiérrez, R. R., Escusa, F., Lyon, J. A., Magana, A. J., Cabrera, J. H., Pehovaz, R., Link, O., Rivillas-Ospina, G., Acuña, G. J., Kuroiwa, J., Guzman, M. X., & Latosinski, F. G. (2022). Combining hands-on and virtual experiments for enhancing fluid mechanics teaching: A design-based research study. Computer Applications in Engineering Education, 30(6), 1701–1724. https://doi.org/10.1002/cae.22551

Gyaurov, D., Fabricatore, C., & Bottino, A. (2022). Features of entertainment digital games for learning and developing complex problem-solving skills: A protocol for a systemic review. International Journal of Qualitative Methods, 21. https://doi.org/10.1177/16094069221128491

Gökbulut, B., & Durnalı, M. (2023). Professional skills training in developing digital materials through augmented and virtual reality applications. Psychology in the Schools, 60(11), 4267–4292. https://doi.org/10.1002/pits.22991

Hasumi, T., & Chiu, M.-S. (2022). Online mathematics education as bio-eco-techno process: Bibliometric analysis using co-authorship and bibliographic coupling. Scientometrics, 127(8), 4631–4654. https://doi.org/10.1007/s11192-022-04441-3

Hickmott, D., Prieto-Rodriguez, E., & Holmes, K. (2018). A scoping review of studies on computational thinking in K–12 mathematics classrooms. Digital Experiences in Mathematics Education, 4(1), 48–69. https://doi.org/10.1007/s40751-017-0038-8

Hilyana, N. (2021). Pengembangan multimedia interaktif dalam meningkatkan pemahaman konsep perkalian kelas II di SDN Duri Kosambi 06 Pagi [Thesis, Universitas Islam Negeri Syarif Hidayatullah Jakarta].

Iqbal, M. Z., Mangina, E., & Campbell, A. G. (2022). Current challenges and future research directions in augmented reality for education. Multimodal Technologies and Interaction, 6(9), 75. https://doi.org/10.3390/mti6090075

Ismail, F. M. M., Tan, E., Rudolph, J., Crawford, J., & Tan, S. (2023). Artificial intelligence in higher education: A protocol paper for a systematic literature review. Journal of Applied Learning & Teaching, 6(2), 56–63. https://doi.org/10.37074/jalt.2023.6.2.34

Jafri, R., Althbiti, S. M. M., Alattas, N. A. A., Albraiki, A. A. A., & Almuhawwis, S. H. A. (2022). Tac-Trace: A tangible user interface-based solution for teaching shape concepts to visually impaired children. IEEE Access, 10, 131153–131165. https://doi.org/10.1109/ACCESS.2022.3228455

Jelatu, S., Sariyasa, & Ardana, I. M. (2019). Pengaruh penggunaan media GeoGebra terhadap pemahaman konsep geometri ditinjau dari kemampuan spasial siswa. Jurnal Pendidikan dan Kebudayaan Missio, 10(2), 162–171. https://doi.org/10.36928/jpkm.v10i2.167

Jin, Y., Ma, M., & Zhu, Y. (2021). A comparison of natural user interface and graphical user interface for narrative in HMD-based augmented reality. Multimedia Tools and Applications, 81(4), 5795–5826. https://doi.org/10.1007/s11042-021-11723-0

Kastawa, I. W. K. K. (2024). Potensi penggunaan software 3D dalam pembelajaran 2D animasi. Anima Rupa, 2(1), 26–31. https://doi.org/10.59997/animarupa.v2i1.4539

Khoo, N. A. K. A. F., Ishak, N. A. H. N., Osman, S., Ismail, N., & Kurniati, D. (2022). Computational thinking in mathematics education: A systematic review. AIP Conference Proceedings, 2633(1), 030043. https://doi.org/10.1063/5.0102618

Kianzad, S., Chen, G., & MacLean, K. E. (2021). PAL: A framework for physically assisted learning through design and exploration with a haptic robot buddy. Frontiers in Robotics and AI, 8. https://doi.org/10.3389/frobt.2021.700465

Kossybayeva, U., Shaldykova, B., Akhmanova, D. M., & Kulanina, S. (2022). Improving teaching in different disciplines of natural science and mathematics with innovative technologies. Education and Information Technologies, 27(6), 7869–7891. https://doi.org/10.1007/s10639-022-10955-3

Kühn, L., Reiter, N. L., Wengemuth, E., & Choi, K. (2024). Patient and provider perspectives on barriers and facilitators to the acceptance of pain neuroscience education in chronic musculoskeletal pain conditions: A qualitative systematic review protocol. Applied Sciences, 14(2), 571. https://doi.org/10.3390/app14020571

Leavy, A., Dick, L. K., Meletiou-Mavrotheris, M., Paparistodemou, E., & Stylianou, E. (2023). The prevalence and use of emerging technologies in STEAM education: A systematic review of the literature. Journal of Computer Assisted Learning, 39(4), 1061–1082. https://doi.org/10.1111/jcal.12806

Li, J. (2024). Effectiveness of virtual laboratory in engineering education: A meta-analysis. PLOS ONE, 19(12), e0316269. https://doi.org/10.1371/journal.pone.0316269

Liber, P., Marni, M., Teko, A., & Novalia, L. (2024). Peran pembelajaran kooperatif dalam meningkatkan hasil belajar dan partisipasi aktif siswa di dalam kelas. Coram Mundo: Jurnal Teologi dan Pendidikan Agama Kristen, 6(2), 270–281. https://doi.org/10.55606/corammundo.v6i2.414

Lu, Y., Wang, X., Gong, J., Zhou, L., & Ge, S. (2022). Classification, application, challenge, and future of midair gestures in augmented reality. Journal of Sensors, 2022, 1–10. https://doi.org/10.1155/2022/3208047

Magana, A. J., Hwang, J., Feng, S., Rebello, N. S., Zu, T., & Kao, D. (2022). Emotional and cognitive effects of learning with computer simulations and computer videogames. Journal of Computer Assisted Learning, 38(3), 875–891. https://doi.org/10.1111/jcal.12654

Makransky, G., & Petersen, G. B. (2021). The cognitive affective model of immersive learning (CAMIL): A theoretical research-based model of learning in immersive virtual reality. Educational Psychology Review, 33(3), 937–958. https://doi.org/10.1007/s10648-020-09586-2

Manea, I., Grasu, R. I., & Silvestru, R. C. (2025). Integrating modern educational methods in teaching mathematical statistics to civil engineering students. ce/papers, 8(3–4), 123–134. https://doi.org/10.1002/cepa.3309

Manihuruk, D. M., & Sutabri, T. (2024). Perancangan bahan ajar berbasis multimedia untuk membangun pengalaman belajar yang menarik dan interaktif. Journal of Creative Student Research, 2(6), 48–52. https://doi.org/10.55606/jcsr-politama.v2i6.4553

Maulida, A. S., & Wahyudin. (2025). Representasi digital dan pendalaman konsep matematis dalam pembelajaran matematika SD: Studi kualitatif di tiga sekolah dasar di Jawa Barat. JPPD: Jurnal Pedagogik Pendidikan Dasar, 12(1), 144–161. https://doi.org/10.17509/jppd.v12i1.84895

Medina Herrera, L., Castro Pérez, J., & Juárez Ordóñez, S. (2019). Developing spatial mathematical skills through 3D tools: Augmented reality, virtual environments and 3D printing. International Journal on Interactive Design and Manufacturing, 13, 1385–1399. https://doi.org/10.1007/s12008-019-00595-2

Morte-Nadal, T., & Navarro, M. Á. E. (2022). Digital competences for improving digital inclusion in e-government services: A mixed-methods systematic review protocol. International Journal of Qualitative Methods, 21. https://doi.org/10.1177/16094069211070935

Mukhibin, A., & Juandi, D. (2023). The implementation of computational thinking on mathematics learning research: A systematic literature review. Hipotenusa: Journal of Mathematical Society, 5(1), 82–94. https://doi.org/10.18326/hipotenusa.v5i1.9007

Mukhiddinov, M., & Kim, S.-Y. (2021). A systematic literature review on the automatic creation of tactile graphics for the blind and visually impaired. Processes, 9(10), 1726. https://doi.org/10.3390/pr9101726

Muthmainnah, A., Falasifah, F., Yadi, N., & Halimah, L. (2025). Strategi peningkatan kompetensi guru di era digital untuk sekolah dasar. Jurnal Wahana Pendidikan, 12(1), 229. https://doi.org/10.25157/jwp.v12i1.16817

Mystakidis, S., Fragkaki, M., & Filippousis, G. (2021). Ready Teacher One: Virtual and augmented reality online professional development for K–12 school teachers. Computers, 10(10), 134. https://doi.org/10.3390/computers10100134

Müller, R., & Zeckzer, D. (2015). Past, present, and future of 3D software visualization: A systematic literature analysis. In Proceedings of the 6th International Conference on Information Visualization Theory and Applications (IVAPP 2015) (pp. 63–74). https://doi.org/10.5220/0005325700630074

Negahban, A. (2024). Simulation in engineering education: The transition from physical experimentation to digital immersive simulated environments. Simulation, 100(7), 695–708. https://doi.org/10.1177/00375497241229757

Ng, O. L., Sinclair, N., & Davis, B. (2018). Drawing off the page: How new 3D technologies provide insight into cognitive and pedagogical assumptions about mathematics. The Mathematics Enthusiast, 15(3), 563–577. https://doi.org/10.54870/1551-3440.1445

Oberdörfer, S., Birnstiel, S., Latoschik, M. E., & Grafe, S. (2021). Mutual benefits: Interdisciplinary education of pre-service teachers and HCI students in VR/AR learning environment design. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.693012

Özçakir, B., & Cakiroglu, E. (2021). Fostering spatial abilities of middle school students through augmented reality: Spatial strategies. Education and Information Technologies, 27(4), 1–34. https://doi.org/10.1007/s10639-021-10729-3

Pena, P., Utschig, T., & Tekes, A. (2022). Reinforcing student learning by MATLAB Simscape GUI program for introductory level mechanical vibrations and control theory courses. International Journal of Mechanical Engineering Education, 50(4), 849–868. https://doi.org/10.1177/03064190221085038

Pietikäinen, O., Hämäläinen, P., Lehtinen, J., & Karttunen, A. J. (2021). VRChem: A virtual reality molecular builder. Applied Sciences, 11(22), 10767. https://doi.org/10.3390/app112210767

Polsinelli, M., Di Matteo, A., Lozzi, D., Mattei, E., Mignosi, F., Nazzicone, L., Stornelli, V., & Placidi, G. (2024). Portable head-mounted system for mobile forearm tracking. Sensors, 24(7), 2227. https://doi.org/10.3390/s24072227

Pujiastuti, H., Hidayat, S., Hendrayana, A., & Haryadi, R. (2024). Creation of mathematics learning media based on augmented reality to enhance geometry teaching and learning. E3S Web of Conferences, 482, 05012. https://doi.org/10.1051/e3sconf/202448205012

Putra, F. H. K., Taufik, M., & Nadlifah, M. (2022). Development of MATLAB GUI-based mathematics learning media with ADDIE model to enhance students’ mathematical connection ability. Mathematics Education Journal, 8(1), 85–86. https://doi.org/10.22219/mej.v8i1.28850

Rabi, F., Ma, F., & Aziz, M. N. A. (2022). The impact of the use of Microsoft Mathematics calculus visualization on student’s attitude. American Journal of Creative Education, 5(2), 52–66. https://doi.org/10.55284/ajce.v5i2.803

Ramadhanti, F. T., & Juandi, D. (2022). Problem-based learning assisted by GeoGebra and Cabri 3D for understanding of geometrical concepts: A systematic review and meta-analysis. AIP Conference Proceedings, 2468(1), 070034. https://doi.org/10.1063/5.0102475

Rathour, L., Obradović, D., Mishra, L. N., & Mishra, V. N. (2024). Computer visuality in mathematics teaching. Journal of AppliedMath, 2(2), 391. https://doi.org/10.59400/jam.v2i2.391

Reyes, M. D. U. (2021). Augmented reality for learning chemistry. Procedia Computer Science, 176, 106–122. https://doi.org/10.1016/j.procs.2020.09.250

Ridloka, D., Cahyani, V., Zuama, H., & Hidayat, M. M. (2023). Implementation of virtual reality in simple math quizzes as a children’s learning platform. JEECS (Journal of Electrical Engineering and Computer Sciences), 8(1), 83–92. https://doi.org/10.54732/jeecs.v8i1.10

Rocha, S. A. R., Buck, E. C. da S., Costa, C. B. A., & Andrade, S. S. da C. (2025). Breastfeeding strategies following nurslings’ hospitalization: A scoping review. Revista Latino-Americana de Enfermagem, 33. https://doi.org/10.1590/1518-8345.7800.4674

Rodríguez, J. L., Romero, I., & Sánchez, A. C. (2021). The influence of NeoTrie VR’s immersive virtual reality on the teaching and learning of geometry. Mathematics, 9(19), 2411. https://doi.org/10.3390/math9192411

Romero, I., Rodríguez-Martínez, J. A., & Rodríguez, J. L. (2023). Optimizing the surface of orthohedra with virtual reality in primary school. Eurasia Journal of Mathematics, Science and Technology Education, 19(9), em2325. https://doi.org/10.29333/ejmste/13508

Rosyidah, S. (2025). Pengaruh integrasi teknologi dalam pembelajaran terhadap kompetensi pedagogi digital guru SMP. Kelola: Jurnal Manajemen Pendidikan, 12(1), 105–120. https://doi.org/10.24246/j.jk.2025.v12.i1.p105-120

Schutera, S., Schnierle, M., Wu, M., Pertzel, T., Seybold, J., Bauer, P., … Krause, M. J. (2021). On the potential of augmented reality for mathematics teaching with the application cleARmaths. Education Sciences, 11(8), 368. https://doi.org/10.3390/educsci11080368

Sereno, M., Besançon, L., & Isenberg, T. (2022). Point specification in collaborative visualization for 3D scalar fields using augmented reality. Virtual Reality, 26(4), 1317–1334. https://doi.org/10.1007/s10055-021-00614-2

Shoaib, M., Fitzpatrick, D., & Pitt, I. (2023). Assistive technology-based solutions in learning mathematics for visually-impaired people: Exploring issues, challenges and opportunities. Multimedia Tools and Applications, 82(29), 46153–46184. https://doi.org/10.1007/s11042-023-17409-z

Sinaga, C. V. R., & Sijabat, A. (2023). Implementasi software Cabri 3D terhadap pemahaman konsep matematis mahasiswa. Journal on Education, 5(3), 10690–10697. https://doi.org/10.31004/joe.v5i3.1971

Siregar, H. M., Nurjanah, N., & Nuraeni, R. (2024). Development and integration of GeoGebra applets in mathematics learning. Pedagonal: Jurnal Ilmiah Pendidikan, 8(1), 33–46. https://doi.org/10.55215/pedagonal.v8i1.9362

Sitorus, C. W., & Yahfizham, Y. (2022). Systematic literature review: Analisis kemampuan berpikir komputasi siswa menggunakan software matematika GeoGebra. Pendekar: Jurnal Pendidikan Berkarakter, 2(3), 1–10. https://doi.org/10.51903/pendekar.v2i3.736

Stracke, C. M., Chounta, I., Holmes, W., Tlili, A., & Bozkurt, A. (2023). A standardised PRISMA-based protocol for systematic reviews of the scientific literature on artificial intelligence and education (AI&ED). Journal of Applied Learning & Teaching, 6(2), 64–70. https://doi.org/10.37074/jalt.2023.6.2.38

Tiwari, S. K., Obradović, D., Rathour, L., Mishra, L. N., & Mishra, V. N. (2021). Visualization in mathematics teaching. Journal of Advances in Mathematics, 20, 431–439. https://doi.org/10.24297/jam.v20i.9136

Tse, M. N., Coxon, K., Chandio, N., Nair, S., George, A., Bye, R., Wong, G., O’Reilly, M., Ekanayake, K., & Arora, A. (2025). Knowledge, attitudes, and practices of occupational therapists in promoting oral health: A protocol for mixed-methods systematic review. Healthcare, 13(4), 416. https://doi.org/10.3390/healthcare13040416

Turaga, A. H. (2023). Enhanced recovery after surgery (ERAS) protocols for improving outcomes for patients undergoing major colorectal surgery. Cureus. https://doi.org/10.7759/cureus.41755

Tyaningsih, R. Y., Salsabila, N. H., & Triutami, T. W. (2025). Studi implementasi GeoGebra dan blok manipulatif sebagai representasi visual dan konkret dalam pembelajaran pecahan. Mandalika Mathematics and Educations Journal, 7(2), 987–998. https://doi.org/10.29303/jm.v7i2.9498

Videla, R., Aguayo, C., & Veloz, T. (2021). From STEM to STEAM: An enactive and ecological continuum. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.709560

Wong, J., Bayoumy, S., Freeke, A., & Cabo, A. J. (2022). Augmented reality for learning mathematics: A pilot study with WebXR as an accessible tool. In Proceedings of the 50th Annual Conference of the European Society for Engineering Education (SEFI 2022) (pp. 1805–1814). https://doi.org/10.5821/conference-9788412322262.1216

Yan, J. (2024). An empirical study on improving mathematics application skills of engineering students using MATLAB tools. Applied Mathematics and Nonlinear Sciences, 9(1). https://doi.org/10.2478/amns-2024-1342

Yazdipour, A. B., Kalhori, S. R. N., Bostan, H., Masoorian, H., Ataee, E., & Sajjadi, H. (2022). Effect of social media interventions on the education and communication among patients with cancer: A systematic review protocol. BMJ Open, 12(11), e066550. https://doi.org/10.1136/bmjopen-2022-066550

Ye, H., Liang, B., Ng, O. L., & Chai, C. S. (2023). Integration of computational thinking in K–12 mathematics education: A systematic review on CT-based mathematics instruction and student learning. International Journal of STEM Education, 10(1), 1–17. https://doi.org/10.1186/s40594-023-00396-w

Yigitbas, E., Gorissen, S., Weidmann, N. B., & Engels, G. (2022). Design and evaluation of a collaborative UML modeling environment in virtual reality. Software & Systems Modeling, 22(5), 1397–1425. https://doi.org/10.1007/s10270-022-01065-2

Yuan, Q., Wang, R., Pan, Z., Meng, Q., Xu, S., Wang, Z., & Liu, J. (2022). TIPTAB: A tangible interactive projection tabletop for virtual experiments. Computer Applications in Engineering Education, 30(5), 1350–1369. https://doi.org/10.1002/cae.22524

Zhang, H., Zhou, Y., Li, Y., Li, F., & Jiang, Y. (2023). CDIO-CT collaborative strategy for solving complex STEM problems in system modeling and simulation: An illustration of solving the period of mathematical pendulum. Computer Applications in Engineering Education, 32(2). https://doi.org/10.1002/cae.22698

Ziatdinov, R., & Valles, J. R. (2022). Synthesis of modeling, visualization, and programming in GeoGebra as an effective approach for teaching and learning STEM topics. Mathematics, 10(3), 398. https://doi.org/10.3390/math10030398

Zuge, B. L., Silva, L. M. C. da, Härter, J., Ziani, J. de S., Dambrós, A. B., Gomes, B. C. F., Trombini, F. de S., & Fonseca, E. R. da. (2024). Tecnologias educacionais sobre tuberculose para profissionais da saúde: Protocolo de revisão de escopo. Online Brazilian Journal of Nursing, 23(Protocolos). https://doi.org/10.17665/1676-4285.20246669