Article Details

Abstract

Addressing the characteristics and challenges of the progressive development of spatial reasoning in elementary school students, this study designs and develops an educational game titled “Magic Geometry” based on Unity3D, grounded in Situated Cognition Theory and Cognitive Load Theory. The game aims to support learning about the “transformation between 2D and 3D representations of geometric shapes.” The paper systematically analyzes the conceptual foundations of spatial reasoning and educational games, as well as the current state of related pedagogy. It clarifies the design of the game's framework, tasks, rules, and elements, and elaborates in detail on the development of specific modules including the navigation module, interaction module, and logic module. These include core functionalities such as observation and movement, rotational viewing, and generating and constructing geometric shapes. Through virtual scenarios and gamification mechanisms, this research transforms abstract spatial concepts into operational, embodied learning tasks, promoting students' active engagement and deep understanding of the relationship between 2D and 3D geometric shapes.

Keywords

Unity3D; spatial reasoning; geometric shape; educational game design

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About the authors

Jiang Qiuyu (1998-), female, Han ethnicity, from Lianyungang, Jiangsu, is currently pursuing a master's degree in the application of generative artificial intelligence in the field of education.