2025 Volume 5 Issue 1 Pages Pra-p001
Many Japanese junior high school students experience difficulty comprehending geometric proofs, particularly their logical structures. To address this issue, we developed a web-based application to support the visualization and construction of proof structures. This study investigated how different learning formats, namely individual and small-group learning, affect both learning performance and user experience when using the application. A classroom-based experiment involving 33 students showed a significant improvement in proof performance in both learning formats, with no statistically significant differences in learning gains. However, students in the small-group condition reported significantly higher levels of usability and empathy. These results suggest that, while the application facilitates learning across different instructional contexts, small-group learning provides an enhanced user experience through peer interaction. The findings highlight the importance of aligning educational technologies with pedagogical strategies and offer practical insights into the effective integration of digital tools in mathematics instruction.
