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Abstract
Students’ difficulties in understanding geometric structures and spatial relationships remain a major challenge in mathematics education. This study investigated the effects of interactive geometry simulation (IGS) and examined how cognitive load (CL), collaboration (Col), and enjoyment (EJ) relate to students’ spatial conceptual understanding (SC) in solid geometry learning. A quasi-experimental pre-/post-test control group design was conducted with 108 sixth-grade students. Data were collected through conceptual understanding tests and perception questionnaires and analyzed using repeated measures analysis of variance, multivariate analysis of variance, and correlation analysis. Results revealed a significant interaction effect between instructional group and time, F (1,106) = 10.172, p < .001, η² = .108, indicating greater learning gains among students using IGS. The experimental group reported significantly higher Col, EJ, and SC, while CL remained comparable. EJ showed the strongest association with SC (r = .566), followed by Col (r = .314). These findings provide novel evidence of the integrated roles of cognitive, social, and affective processes and inform the design of engaging simulation-based geometry instruction.
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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
EURASIA J Math Sci Tech Ed, Volume 22, Issue 7, July 2026, Article No: em2861
https://doi.org/10.29333/ejmste/18790
Publication date: 21 Jun 2026
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