| dc.description.abstract | In geometry learning, most students usually followed textbooks using standard equipment such as rulers to measure the length of an object and calculate their surface area or volume. With popular development and usage of smartphone devices, students can be allowed to study anytime and anywhere, particularly useful to explore and connect their surroundings to learning topics. Therefore, how to design learning curricula using a smartphone to help students learn geometry in authentic contexts becomes more and more promising; this is because there are many scenarios related to geometry in our daily lives. In this study, we developed one 3D-UG to facilitate geometry learning in authentic contexts for volume and surface area measurement and calculation. Our proposed 3D-UG employed augmented reality ARcore to allow students to interact with 3D real objects around them, including cube and cuboid. 3D-UG also implemented the multimedia whiteboard for students to calculate volume or surface area and make text or audio annotation. 3D-UG gives students a new experience to make real measurements of 3D objects surrounding them with mobile devices. This experience improves students′ abilities and motivation, especially in geometry ability, estimation ability, and spatial ability.
In our experiment, there were forty fifth-grade elementary school students divided into experimental group and control group. After the experiment, the statistical results showed that experimental group using 3D-UG significantly outperformed control group in learning achievements, including geometry ability, estimation ability, and spatial ability. Further analysis found that if the students of experimental group tried more attempt to explore and calculate 3D objects by themselves, their learning achievements could be significantly improved. Therefore, students-centered activity, freely exploring authentic contexts by students, is more critical than a teacher-designed activity to enhance learning achievement. Regarding peer assessment of geometry learning in authentic contexts, the result showed that the quality of peer assessment could affect student learning achievement. Moreover, students perceived that 3D-UG could help to learn geometry easily, effectively, and playfully in authentic contexts. | en_US |