The Geometry of Play: Assessing Spatial Reasoning Skills Through Traditional Local Games Versus Digital Construction Apps

Authors

Lorrie Jean E. Tilo Northeastern College, Inc. Graduate School, Santiago City
Celso C. Dumalig Northeastern College, Inc. Graduate School, Santiago City

DOI:

https://doi.org/10.55927/ijsmr.v4i8.116

Keywords:

spatial reasoning, traditional games, digital construction apps, geometry learning, spatial skills

Abstract

This study assessed the spatial reasoning skills of elementary learners through traditional local games and digital construction apps. Using a descriptive-comparative research design, data were collected from 44 Grade 4 pupils through a survey questionnaire and a standardized spatial reasoning assessment. Descriptive statistics, including frequency, percentage, and weighted mean, were used to analyze the data. Findings revealed that learners demonstrated a high level of spatial reasoning, with spatial orientation obtaining the highest mean, followed by mental rotation and spatial visualization. Results also indicated that regular participation in both traditional games and digital construction apps contributed to the development of spatial skills. Based on the findings, a "Geometry of Play" integration module was proposed to combine traditional and digital play in supporting learners' cognitive development.

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