Integrating Digital Tools with Origami Activities to Enhance Geometric Concepts and Creative Thinking in Kindergarten Education

This study investigated the effectiveness of integrating digital tools with origami activities to enhance geometric understanding and creative thinking among kindergarten children in Kuwait. A quasi-experimental pre-test–post-test design involved 60 children (aged from 5 years and 9 months to 6 years), who were randomly assigned to experimental (n = 30) and control (n = 30) groups. The experimental group received a four-week intervention using the Paperama app and paper folding, while the control group followed the standard curriculum. Wilcoxon signed-rank tests showed significant gains in the experimental group’s geometric understanding (Z = 3.82; p < 0.001) and creative thinking (Z = 4.15; p < 0.001), with large effect sizes (r = 0.78). Descriptive analysis further revealed that the experimental group outperformed the control group in post-test scores for geometric understanding (M = 84.06 vs. M = 74.39), reinforcing the intervention’s practical impact. The control group showed no significant improvement (p = 0.16). These findings highlight the value of blended origami instruction in developing spatial reasoning and creativity. This study contributes to early STEAM education and supports the integration of digital tools into kindergarten learning and teacher training.