Opportunities for Using Digital Technologies in Constructing Line Segments During Geometry Lessons

The rapid development of digital technologies in the current educational system is opening new opportunities for the modernization of the learning process. In particular, teaching geometric constructions often presents challenges for students, especially in accurately constructing, measuring, and comparing line segments and understanding the relationships between their lengths. In this regard, this study aims to investigate the effectiveness of digital technologies in teaching line segment construction during geometry lessons and to evaluate their impact on students’ understanding of geometric relationships and learning outcomes. The study employed a systematic literature review and comparative analysis methods. A total of 27 scientific works were analyzed, and GeoGebra software was utilized as the primary digital tool. During the experimental phase, the academic performance of control and experimental groups was compared, and a significant difference was revealed through a t-test (t(78) = 13.02, p < 0.0001). The results revealed significantly higher academic achievement among students who received GeoGebra-supported instruction compared with those taught using traditional methods. Furthermore, the interactive features of GeoGebra may offer additional pedagogical benefits, including support for geometric visualization, student engagement, and independent exploration of mathematical concepts. Moreover, the findings highlighted the crucial role of teachers’ digital competence and methodological preparedness. The novelty of this research lies in examining the educational potential of digital technologies for teaching line segment construction and evaluating their effectiveness through a systematic literature review and a comparative quasi-experimental study. These results contribute to the improvement of methodological foundations for teaching geometry by promoting the effective integration of digital technologies in the classroom. Received: 06 August 2026 / Accepted: 24 October 2026 / Published: November 2026