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The Covid 19 epidemic has altered the interplay of the classroom learning process. To facilitate the learning process of 3D geometry, secondary school teachers adopt several technology items. Augmented reality technology is one of those technological goods. This study therefore aims to explain the constraints and perceptions of secondary school students during the COVID-19 pandemic, during the 3D geometry learning process. This study used a qualitative research design descriptive of it. The number of participants to this study was five, namely 3 male students and two female students. Techniques for collecting data using sheets of observations and interviews. Although data analysis by Miles and Huberman [1] adopts data analysis, which consists of data selection, data reduction, data presentation and conclusions or verification processes. Study results show that there are still many challenges faced during the learning process using augmented reality technologies, namely: (a) Constraints when downloading the program on the cellphones of the instructor and the pupil. (b) Marker constraints pertaining to AR identification. (c) Constraints on the student’s smartphone requirements. (d) Limit and network restrictions for accessing the Resources section. (e) Students found too many constraints on appraisal questions on the test checklist. While several challenges do remain, the majority of the students have a good understanding of the learning experience using augmented reality technologies.

Augmented reality application: What are the constraints and perceptions of the students during the covid 19 pendemic’s 3D geometry learning process?