ע 57 ספיר לזר ספר הכנס העשרים ואחד לחקר חדשנות וטכנולוגיות למידה ע"ש צ'ייס: האדם הלומד בעידן הדיגיטלי א' בלאו, ד' אולניק - שמש, נ' גרי, א' כספי, י' סידי, י' עשת - אלקלעי, י' קלמן ונ' ברנדל )עורכים(, רעננה: האוניברסיטה הפתוחה שימוש באפליקציית מציאות רבודה לפיתוח חשיבה גיאומטרית וראייה מרחבית בקרב תלמידי בית ספר יסודי ספיר לזר מכללת סמינר הקיבוצים sappirjm@gmail.com Use of Augmented Reality to Develop Geometric Thinking and Spatial Visualization among Elementary School Students Sappir Lazar Kibbutzim College of Education, Technology and the Arts1 sappirjm@gmail.com Abstract Teaching geometry in elementary school poses a fundamental challenge due to the inherent gap between two-dimensional instructional representations and the threedimensional structures students are required to understand. Many learners struggle with mental rotation, perspective-taking and analyzing spatial relationships, all of which are essential components of spatial perception and foundational to geometric thinking. These challenges are intensified by the cognitive load associated with traditional teaching methods that rely heavily on static diagrams, which often fail to support the construction of accurate and dynamic mental models. Augmented Reality (AR) provides a pedagogically robust alternative for addressing these limitations. By embedding interactive three-dimensional models into the learning environment, AR enables students to observe geometric objects from multiple viewpoints, manipulate them through rotation, folding and unfolding and develop clearer spatial representations. Prior studies show improvements in spatial reasoning, visualization accuracy, motivation and engagement when AR is integrated into geometry learning. AR has also been found to reduce conceptual errors stemming from reliance on two-dimensional imagery. Findings from the current study support and extend these conclusions. Students who learned with AR demonstrated substantial gains in mental rotation ability, improved geometric knowledge and significant increases in both intrinsic and extrinsic motivation compared to those receiving traditional instruction. The combination of dynamic visualization and active interaction reduced cognitive load, strengthened students' sense of competence and contributed to higher academic performance. These results indicate that integrating AR into geometry education is not merely a technological enhancement, but an effective pedagogical approach that deepens spatial perception and promotes meaningful learning among elementary school students. Keywords: Augmented Reality, Geometry Education, Spatial Perception. 1 מחקר זה התבצע כחלק מהלימודים לתואר שני בחוג בטכנולגיה בחינוך במכללת סמינר הקיבוצים.
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