| Summary: | 碩士 === 國立臺中教育大學 === 數位內容科技學系碩士班 === 102 === Geometric capability is an important part of mathematics education. Many teachers already use origami to activate students’ geometric concepts. Digital learning has already generated interactive material between elementary school teachers and students. This study is known to have the 3D multimedia features, integrating it into the origami activities. Hoping this will inspire school children’s interest, then to improve their sensitivity of learning geometry in mathematics.
A sample of this study comprised 46 students of the 5th grades children in elementary school. The purpose of this research is that we want to know if the geometric ability improving situation after using 3D multimedia learning system with assisted teaching origami. The results showed that the experimental group are more significantly advanced than the control group in geometric concepts improving, which has a remarkable results in the geometric concepts of triangle, symmetry and congruent. When we divided students into two groups of high learning ability in geometry and low learning ability in geometric. The result of statistics showed that no matter what group they are, the experimental group was improved in the whole geometry concept. On the other hand, we divided experimental and control groups into high and low ability groups of paper folding. The statistical results show that high-ability group has no significant effect between pretest-posttest scores, but low-ability group has. As the result, we can reason out that the children's prior knowledge about origami may influence the effectiveness of learning geometry in the origami activities.
In this study, we found the cognitive load score of the experimental group is less than the control group after they had accepted 3D multimedia learning systems course and traditional material course that teaches origami. Using independent sample t test results showed that overall score and every subject’s average score for the learning interest scale. Experimental group was significantly higher than the control group, and then we can conclude the 3D multimedia learning system can enhance students’ interest when they learned origami activities. So the system in this study, via origami activities, could enhance the mathematical geometric concepts.
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