Exploring differences in primary students’ geometry learning outcomes in two technology-enhanced environments: dynamic geometry and 3D printing

Abstract

Background This paper compares the effects of two classroom-based technology-enhanced teaching interventions, conducted in two schools in sixth (age 11–12) grade. In one school, the intervention involves the use of a class set of 3D Printing Pens, and in another school the use of dynamic geometry environments, for inquiry-based learning of the relations among the number of vertices, edges, and faces of prisms and pyramids. An instrument was designed as guided by the van Hiele model of geometric thinking and administered to the two groups in the form of pretests, posttests, and delayed posttests to assess students’ prior knowledge before the intervention started, the learning outcomes obtained immediately after intervention, and the retention of knowledge after the interventions had been completed for a sustained period of time. The purpose of this study is to explore differences in geometry learning outcomes in two technology-enhanced environments, one that involves dynamic, visual representations of geometry and another that involves embodied actions of constructing physical 3D solids. Results The results show that students using dynamic geometry improved at a higher rate than those using 3D Pens. On the other hand, students with the aid of 3D Pens demonstrated better retention of the properties of 3D solids than their dynamic geometry counterparts. Namely, the posttest results show that the dynamic geometry environment (DGE) group generally outperformed the 3D Pen group across categories. The observed outperformance by the DGE group on “advanced” implies that the DGE technology had a stronger effect on higher levels of geometric learning. However, the results from the ANCOVA suggest that the retention effect was more significant with 3D Pens. Conclusions This study has established evidence that the DGE instructions produced strong but relatively temporary geometry learning outcomes, while 3D Pen instructions can help solidify that knowledge. The results of this study further shed light on the effect of visual and sensory-motor experiences on school mathematics learning and corroborate previous work showing that the effects of gesture are particularly good at promoting long-lasting learning.

Engaging students in creative music making with musical instrument application in an online flipped classroom

“…Second, the online flipped classroom approach allows students to watch the instrumental videos several times to improve their learning based on their needs and preferences during lesson preparation (M = 3.21, SD = 0.67). Other studies also claimed that students would easily forget the content taught; however, using instructional videos allowed students to review the teaching content again (Li et al, 2020;Ng, Reynolds, et al, 2020;Ng, Shi, et al, 2020). This could help students to take time on reviewing the preassigned learning materials without lagging behind (M = 3.19; SD = 0.84).…”

“…For example, Tseng and Yeh (2018) demonstrated that secondary school students were significantly correlated with reading ability by highlighting the structure of paragraphs in an English reading comprehension. Ng, Reynolds, et al (2020), Ng, Shi, et al (2020)) explored how visual presentations of geometry in a computer application can produce a positive learning outcome to simulate methodical thinking especially with the support of 3D printing technologies. In music learning, teachers can incorporate interactive whiteboards with digital pens through singing with lyrics and pictures (e.g., identifying the underline and circled rhyming words, picking the pictures for the song from clip art), teaching notation and composition, and interpreting music through drawing phrases (Ng & Ho, 2021;Nolan, 2009).…”

Effects of Visual Learning Geometry Kits (VLGeo-Kits) on Students’ Level of Geometrical Thinking

“…Techniques of visualization in Geometry are recommended to solve problems encountered by weak students. Previous studies showed that there are multiple ways to assist students in visualizing such as using concrete manipulative materials [21], paper folding [22], digital pen [23] and computer applications [24]. The usage of technology by teachers in teaching and learning is supported by MOE as stated in the educational blueprint [25].…”

“…The 3D blocks represent concrete manipulative object (non-digital) and SketchUp Make is the dynamic Geometrical Software (DGS) that researchers have selected for this study. DGS provides visual tools to students when learning Geometry [14], [23], [27], [28]. However, some students do not remember all the steps in using the tools [29].…”

Evaluating Technology-Enhanced, STEAM-Based Remote Teaching With Parental Support in Luxembourgish Early Childhood Education

“…In extension to AR and CAD software, 3D printing showed in several research stances to further support students in transferring learned STEAM skills to real-world problems or objects (Ng et al, 2020;Pearson and Dubé, 2021). The 3D printing process is an additive manufacturing process based on a designed CAD model, where a digital object is printed as a physical, real-world object.…”