The effectiveness of using digital interactive stories to address geometric fallacies and develop geometric thinking and spatial visualization among primary school students

Abstract

This research aims to identify the effectiveness of using interactive digital images of geometric fallacies in enhancing geometric thinking and overall visualization skills among first-grade students in the co-educational day schools affiliated with the Baghdad/Karkh 2 Directorate of Education. A quasi-experimental design with two groups (experimental and control) was employed. The research population consisted of first-grade students in co-educational day schools affiliated with the Baghdad/Karkh 2 Directorate of Education. The theatrical performance (2025-2026) was the focus of the research, which included (50) students. The researcher conducted an analysis of the two research groups based on their prior knowledge, intelligence, and geometric thinking skills. In order to achieve the research objective, the researcher prepared a teacher's guide for teaching the geometry unit included in the mathematics curriculum for the second semester. It consists of interactive digital stories, which are pictures, activities, and videos in a computerized format. Three tests were also built and presented to a group of experts to ensure their validity. The reliability of the instruments was confirmed, and they were applied in their final form to the main sample. These tests are: the Geometric Fallacies Test (20 items), the Geometric Thinking Skills Test consisting of (16) items, and the Spatial Visualization Test (10) items. Based on the answers of the main sample, the results were statistically analyzed using the arithmetic mean, standard deviation, and t-test as statistical methods.The research results showed a statistically significant difference at the 0.05 level between the mean scores of the experimental group and their peers in the control group on tests measuring geometric fallacies, geometric reasoning, and spatial visualization.

The researcher concluded with several findings, including the effectiveness of using digital interactive stories with fifth-grade students, with a significant effect size compared to traditional methods. Recommendations included training educational staff on the use of interactive stories in teaching mathematics. Among the suggestions was a proposed program for training mathematics teachers on interactive stories and their impact on visual intelligence.