Impact of the Analytical Geometry Teaching Based on Flipped Classroom and Augmented Reality (AR) Assistance on 3D Geometric Thinking Skills
Keywords:
analytical geometry; flipped classroom; augmented reality (AR), 3D animation; 3D geometric thinking skillsAbstract
This study aims to examine the impact of the analytical geometry teaching based on flipped classroom and augmented reality (AR) on 3D geometric thinking skills. This study used a quasi-experimental method involving 250 students. Participants were divided into two equal groups. The experimental group received the analytical geometry teaching based on flipped classroom and augmented reality (AR), while the control group received traditional geometry teaching interventions. Several instruments were developed in this study, including a 3D thinking ability scale, 3D animation-based teaching materials, and the development of a geometry training system, along with the implementation and assessment of geometry teaching supported by the training system. Data analysis used in the study included regression tests, t-tests, and ANCOVA tests to investigate the impact of the intervention on students' 3D geometric thinking skills. The results showed that analytical geometry teaching based on flipped classroom and augmented reality (AR) effectively improved 3D geometric thinking skills in all six dimensions. The most significant improvement in 3D geometric thinking skills, from the lowest to the highest, was found in the manipulation dimension, nets dimension, structuring dimension, calculation dimension, properties dimension, and finally the comparison dimension. All of these improvements occurred because the web media and AR scaffolding presented interactive 3D animations depicting the nets of 3D object spaces, thereby enhancing students' imagination and improving their understanding of 3D geometric space. This study implies that the integration of flipped classrooms and AR technology in 3D analytical geometry teaching can improve 3D geometric thinking skills.
https://doi.org/10.26803/ijlter.24.11.2
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