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Digital simulators have an interesting potential to explain the relationships between two or more variables in a system, facilitating the activation of learning processes and favoring the occurrence of meaningful learning with positive impact on academic performance. To study the impact of the use of digital simulation on learning and academic performance of 9th graders in Spatial Geometry a quasi-experimental study was carried out, with a control group and pretest/post-test design. The analysis of covariance of the post-test results controlled by the pre-test results revealed a significant improvement in the general academic performance of the experimental group, with a significant improvement of skills related to measurement and associations between nets and solids. Students’ positive opinions suggest the experience promoted the occurrence of meaningful learning. Implications for practice point to the pedagogical adoption of such digital resources and special attention to the educational context.

Seeing is Believing: Impact of Digital Simulation Pedagogical Use in Spatial Geometry Classes