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

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.

Abstract

Education; Elementary students perception; Augmented reality; Spatial ability; Mathematics education.