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

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dc.authoridFediyanto, Niko/0000-0001-8083-3915
dc.authoridFaizal Amir, Mohammad/0000-0003-2352-2357
dc.contributor.authorAmir, Mohammad Faizal
dc.contributor.authorFediyanto, Niko
dc.contributor.authorRudyanto, Hendra Erik
dc.contributor.authorAfifah, Dian Septi Nur
dc.contributor.authorTortop, Hasan Said
dc.date.accessioned2025-03-26T17:34:59Z
dc.date.available2025-03-26T17:34:59Z
dc.date.issued2020
dc.departmentİstanbul Esenyurt Üniversitesi
dc.description.abstractRapid 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.
dc.identifier.doi10.1016/j.heliyon.2020.e04052
dc.identifier.issn2405-8440
dc.identifier.issue6
dc.identifier.pmid32577547
dc.identifier.scopus2-s2.0-85088188090
dc.identifier.scopusqualityQ1
dc.identifier.urihttps://doi.org/10.1016/j.heliyon.2020.e04052
dc.identifier.urihttps://hdl.handle.net/20.500.14704/992
dc.identifier.volume6
dc.identifier.wosWOS:000545794900006
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.indekslendigikaynakPubMed
dc.language.isoen
dc.publisherCell Press
dc.relation.ispartofHeliyon
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_WOS_20250326
dc.subjectEducation; Elementary students perception; Augmented reality; Spatial ability; Mathematics education
dc.titleElementary students' perceptions of 3Dmetric: A cross-sectional study
dc.typeArticle

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