Elementary students’ perceptions of 3Dmetric: A cross-sectional study

Mohammad Faizal Amir,Niko Fediyanto,Hendra Erik Rudyanto,Dian Septi Nur Afifah,Hasan Said Tortop

doi:10.1016/j.heliyon.2020.e04052

Abstract

Rapid changes in the 21st century demand the use of technology in learning geometry in elementary schools. One such technology is augmented reality (AR). 3Dmetric (3D and Geometric) is a geometry learning medium on AR-based 3D space material. Students' perceptions, which refer to their interpretation, are a key factor in studying the changes in their interpretations of a particular phenomenon. The purpose of the current study was to investigate the perceptions of elementary school students after using 3Dmetric to learn geometric shapes. The differences and the relationship between the students’ level of perception and level of spatial ability were also investigated. This study applied a cross-sectional approach with quantitative and qualitative designs. A total of 36 students in one elementary school in Indonesia participated in this study. The instruments used were the Perception Scale for Using 3Dmetric in Geometry Teaching, Spatial Ability Scale, and In-Depth Interview Form. Results showed that the positive perception of elementary school students regarding the use of 3Dmetric does not depend on the level of their spatial ability. Moreover, the difference in their perceptions is not caused by the level of their spatial ability. The positive findings in this cross-sectional study can contribute to the success of AR-based learning and teaching in the 21st century, especially with regard to learning materials for 3D geometry. They can also lead to the formation of the spatial abilities and improvement in the academic performance of elementary school students.

Highlights

The rapid changes in educational technology in the 21st century have influenced the use of technology in students' mathematics learning (Kay, 2010; McCulloch et al, 2018; Young, 2017)
The results indicated that 3Dmetric provided a realistic medium for learning 3D objects while increasing students’ spatial ability
In addition to the statements representing aspects of learning motivation with a mean value of 3.37, the results indicate that the use of 3Dmetric can motivate student learning

Summary

Introduction

The rapid changes in educational technology in the 21st century have influenced the use of technology in students' mathematics learning (Kay, 2010; McCulloch et al, 2018; Young, 2017). Mathematics learning by researchers and educators needs to be reformed so that students can continue acquiring knowledge and skills that are appropriate to these changes. Through their language and actions, teachers can create an atmosphere in which they closely interact with their students with the help of technology. Instead of having a high effect on learning outcomes, AR has been found to exert a moderate effect (Garzon and Acevedo, 2019); further investigation into AR needs to be conducted to increase students’ performance in the learning process

Objectives

Methods

Results

Conclusion