<![CDATA[This mixed-methods systematic review sought to assess how effective Augmented Reality (AR) is in improving spatial skills, aimed to evaluate the effectiveness of Augmented Reality (AR) in enhancing spatial skills and geometric understanding among primary school students, and to identify key factors for successful AR implementation in mathematics education. A comprehensive search of the Scopus database up to 21 March 2025 yielded 817 records, of which 26 peer-reviewed articles met the inclusion criteria following PRISMA guidelines. Quantitative data from experimental and quasi-experimental studies were synthesised using meta-analytic methods, while qualitative findings were coded and thematically analysed. The results indicate that AR interventions produced moderate to very large positive effects on spatial visualisation, mental rotation, and spatial reasoning, with an average effect size of 0.65 SD in geometry test scores compared to traditional methods. AR's interactive and visual affordances enabled students to manipulate and explore geometric concepts concretely, resulting in deeper conceptual understanding and increased engagement. Qualitative synthesis further revealed that successful AR integration is supported by structured teacher training, curriculum alignment, accessible technology, and collaborative classroom environments. However, limited infrastructure, teacher preparedness, and curriculum integration remain significant barriers. These findings suggest that AR can substantially improve primary education's spatial and geometric learning outcomes when implemented with appropriate pedagogical and institutional support. Future studies should prioritise longitudinal research, comparative evaluations, and the creation of policies to sustain and scale AR's benefits in diverse educational contexts.]]>
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