This paper explores methodological analogies between geometry education, virtual museums, and music analysis. In music analysis, scholars retrospectively identify chords and tonal innovations discovered by composers. Similarly, in virtual museology, researchers analyse rhetorical figures and techniques used by authors of successful exhibitions. Although descriptive and a posteriori, both approaches provide valuable languages and frameworks that can support a priori educational design.
We propose that such frameworks can guide teachers and authors in designing locally engaging and rhetorically effective educational experiences, particularly within augmented reality environments for geometry education. We refer to this approach as "enhancing accessibility" and "informed authoring," emphasizing its applicability beyond geometry or teaching — towards authorship in general.

Our inspiration comes from the Book of Lenses, a guide for game designers offering diverse perspectives on creative processes. In our context of teaching virtual reality and visualization, we offer similar guidance through “morphologic tables” — combinatorial tools that help structure creative decisions, highlight contrasts, and articulate locally interesting variations.

This combinatorial approach echoes the work of (Mallorca-born) Ramon Lull (1235–1315), a pioneer in diagrammatic reasoning, whose locally complete tables simplified complex spaces into navigable options. Such methods help translate multidimensional design spaces into accessible step-by-step decisions, aiding creativity, communication, and audience engagement. For example, a concept like the Pythagorean theorem can be meaningfully presented in real-world settings, schematic drawings, or symbolic forms — each resonating with different audiences.

We also draw connections to musical theory, particularly David Huron’s ITPRA model of expectation, which explains the pleasure derived from anticipated or repeated patterns — a phenomenon also relevant in educational storytelling or interactive museum experiences.

Our case studies illustrate practical applications of this methodology:
- Questionable Questions provoke cognitive engagement, as in asking about the asymptotes of an ellipse, challenging students’ assumptions.
- Wrong Metaphors leverage cognitive dissonance, using deliberately incorrect analogies or algorithms to create memorable learning moments once corrected.
- Intentional Use of Lies in AR-supported geometry education introduces playful provocations to hook attention and sustain engagement, echoing techniques used in game design or virtual exhibitions.

Besides the collection of morphologic tables with inspiring examples, we include two surveys, the survey of literature on “explainable creativity” and a historic survey of milestone thinkers in the field of inductive problem solving, from Socrates to Altshuller.

We also incorporate principles of gestalt psychology, emphasizing patterns, wholeness, and emergence—core ideas that influence all the above topics. Creative solutions often emerge when disparate elements form a new, meaningful structure. Thus, whether in problem-solving, writing, or design, understanding how people perceive and construct meaning helps bridge the gap between logic and intuition.

The take-home message, following Polya and Altshuller, is that significant parts of creativity can be taught as craftwork, as verified procedures or good practices from the past.

Keywords: Collaborative learning, Computing methodologies, Mixed / augmented reality, Global interestingness, Local interestingness, Rhetoric, Semiotics.