The Acceptance and Interest of Students in Using Virtual Reality (VR) for Learning Mathematics (original) (raw)
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Universal Journal of Educational Research
Nowadays, it is an era of knowledge explosion. All countries in the world have already planned education in the direction of integrating information technology into teaching. Therefore, the application of information technology in education has become a global teaching trend. The purpose of this study is to integrate the virtual reality (VR) of information technology into the teaching of system of linear equations in three unknowns in high school mathematics and to explore the learning motivation and effectiveness of students after digital teaching. In this study, a quasi-experimental research design and questionnaire survey method was used to design a set of high school mathematics VR tutorial material. The system of linear equations in three unknowns was used as the learning content, and only the experimental group students were used to adopt the VR and the traditional teacher's teaching method. Before and after the experiment, the subjects were filled out with the ARCS Model and the Bloom's taxonomy which analyzed and discussed in a quantitative way, and conducted simple interviews with the subjects and the teachers to collect and analyze the data in a qualitative manner. It is found from the experimental results that the VR has the effect of improving students' learning motivation and learning effectiveness in the digital teaching of mathematics.
Students' Perception in Using Virtual Reality Device in English Classroom
THE 12TH MALAYSIA INTERNATIONAL CONFERENCE ON ENGLISH LANGUAGE TEACHING (MICELT) 2018, 2018
Virtual reality technology has advanced immensely since 1990’s. The possibilities of utilizing VR in various fields are endless. In language learning, VR can provide realistic environment to practice language skills and also add fun to the learning. However, using virtual reality in language classroom is relatively new in Malaysian educational setting. This study aims to explore the students’ perception in using virtual reality device in English language classroom. Technology acceptance model by Davis (1989) is used as the framework. There were 137 students selected through convenient sampling. Data were analysed using descriptive statistics, correlation analysis and regression analysis. The findings showed that intention to use virtual reality device was strongly influenced by perceived usefulness. Overall, students’ perception on using VR in English classroom was positive.
Virtual Reality Acceptance in Classrooms: A Case Study in Teaching Science
Virtual reality can be defined as "near reality" where virtual is near and reality is experience by humans. The aim of this research is to explore the benefits of VR technology in education that can engage the learning process using Virtual Reality (VR) in the classroom. Thus, the research objectives are to seek for student design and development of application, convenient, facileness and gratification of VR application in learning process. Using quantitative method, data from questionnaires and evaluations of existing Virtual Reality applications were analyzed in descriptive way to assess the viability of mobile Virtual Reality as a medium for improving learning. The developing process of an VR mobile based application is defined explicitly, and the final graphical student interface of the application is demonstrated to show overall look of the final product that is developed for this project. This includes three types of testing in this project which are performance testing, user acceptance testing and usability testing. Based on the 40 respondents results, it can be concluded that virtual reality application is a good application that can enhance and also engage students learning process in science subject as the mean value for perceived of convenient items was 3.67, followed by 3.66 for perceived of facileness items and finally mean value for perceived of gratification items was 3.61. To conclude, virtual reality application is an effective application for students' science learning process in school especially in the 21st century teaching and learning.
Virtual reality technology for elementary school students: a study of effectiveness in learning
Perspectives of Science & Education, 2023
The problem and the aim of the study. The effectiveness of learning in elementary schools is still a major problem for teachers and students in learning activities. This is evidenced by the low interest in student learning which has an impact on students' lack of understanding of learning material. Teachers still find it difficult to find learning variations that can generate interest and experience student activities in learning. The authors propose virtual reality (VR) technology as a solution to increase student interest and learning experience in the hope that it can have a positive effect on student learning effectiveness. Research methods. This research was conducted using a quantitative approach with a One Group Pretest-Post-test design. The sample used in this study was elementary school students at the fifth-grade level. The sample selection was carried out using simple random sampling from a number of fifth grade students who were the research subjects. The specificity of the material that becomes the content in this VR is the subject of «Social Sciences» in elementary schools. The data collection techniques are used using test techniques. The data collection instrument used was a multiple-choice objective test with four answer choices. The data collected through the test instrument was then analysed using a quantitative approach in the form of descriptive statistical analysis and hypothesis testing with the Wilcoxon test. Results. These results indicate that there were no cases (zero cases) that had a negative rank. This means that in this study there were no cases of decreased learning outcomes after implementing VR in learning. Furthermore, it was found that there were 29 cases that had positive ranks. This means that there are 29 subjects who experience an increase in learning outcomes after learning with VR. In addition, two cases of ties were found. This means that there are two subjects who experience fixed learning outcomes (neither increasing nor decreasing) after being given learning with VR. In terms of answering the hypothesis, sig information is used. Based on the results of the analysis obtained sig < 0.001. In conclusion, the findings of this study have proven that there is a significant positive effect of virtual reality technology integration in learning activities. This is evidenced by the significant increase in student learning outcomes. In addition, the test results also proved that there was a significant difference between the two experimental groups. Through the help of VR technology which is strictly controlled by the teacher, students' attention to subject matter can be increased. This also affects students' interest and motivation to be active in learning activities so that all of these triggers have a direct impact on achieving maximum student learning outcomes in learning activities.
PROCEEDINGS OF THE 6TH NATIONAL CONFERENCE ON MATHEMATICS AND MATHEMATICS EDUCATION
Students' understanding of the concept of trigonometry is still low. This is because students have difficulty imagining the concept of angles in trigonometry which is only limited to memorizing formulas. Thus, it is hoped that through virtual reality-based mathematics learning media, students will be very helpful to learn about trigonometry concepts. This study aims to produce a virtual reality-based mathematics learning media on trigonometry material in high school that meets the valid criteria. This type of research is development research that is applied with the ADDIE model which includes the Analysis, Design, Development, Implementation, and Evaluation stages. The research subjects involved were students of class X SMA N 1 Tahunan Jepara. The sampling technique used was purposive sampling. The results of this study are virtual reality-based mathematics learning media on trigonometric material with material expert validation results with a feasibility percentage of 91,25% and media expert validation results of 92,00% with very good criteria. Thus, this product is suitable for senior high school students as an innovative learning medium.
Eurasia Journal of Mathematics, Science and Technology Education, 2021
This study examines the integration of virtual reality (VR) information technology in the teaching of systems of linear equations in three variables in a high school mathematics class. More broadly, the study investigates the effectiveness of digital teaching with respect to the learning process. The study tests two auxiliary teaching systems: a desktop-based VR system and an all-in-one VR system. Before and after the experiment, participants were asked to complete a questionnaire, and post-experiment interviews were conducted with both students and teachers, both of which provided quantitative and qualitative data for analysis. The result of data show that VR technology is a suitable tool for teaching high school mathematics, when it combined with the tradition curriculum were well-received and facilitate effective learning. In addition, the desktop-based VR system is found to be superior to the all-in-one VR system in terms of learning effectiveness since the high-efficiency display and better control.
Interactive Learning Environments, 2020
Recently, virtual reality seems to be deevloping rapidly. However, it can be said that virtual reality is in the early days of adoption for education. Studies show that using virtual reality in education can positively affect students’ learning experiences. In this study, the effect of an educational virtual reality game, named “Keşfet Kurtul”, on fourth-grade students’ academic achievement in fractions and their engagement to mathematics was investigated. The experimental study was carried out using a quasi-experimental design. The educational VR game was used in the treatment group (N = 32). In the comparison group (N = 32), the method applied in school, which includes predominantly mobile applications developed in fractions, were used. As a result of the research; the educational VR game “Keşfet Kurtul” was found to increase academic achievement and to maintain the level of student engagement in mathematics. It was determined that the experimental method has the same effect as the method applied in school in the comparison group, in terms of academic achievement and student engagement to mathematics. Besides, in terms of social sub-dimension of student engagement, it was observed that Keşfet Kurtul was more effective than the method applied in school.
KnE Social Sciences
Learning mathematics is considered difficult by many students. The difficulty they face is in applying concepts in solving everyday problems. Therefore, innovative learning media are needed to improve students’ understanding of these concepts. This study aimed to determine whether virtual reality-based mathematics learning media with an ethnomathematical approach are effective in improving student learning outcomes. This was development research, using the ADDIE model (analysis, design, development, implementation, evaluation); however, this article describes only the implementation and evaluation stages. The research subjects were students of class XI SMA N 1 Tahunan Jepara who were recruited using purposive sampling. According to the findings, the average learning outcomes of the experimental class were better than the control class. In addition, the experimental class had higher results for learning mastery than the control class. So, it can be concluded that the virtual reality-...
Possibilities of Using AR and VR Technologies in Teaching Mathematics to High School Students
Universal Journal of Educational Research, 2020
Difficulties at the beginning of studying stereometry in 10 classes are well known from school practice. One of the main reasons for this is poorly developed spatial thinking and imagination. Therefore, the article describes some possibilities of using virtual and augmented reality in the process of teaching mathematics to students in 10-11 classes. It is established that pedagogical research in the field of theory of teaching mathematics should go this way. Undoubtedly, the lessons of mathematics with the addition of reality have a huge future in the field of education. The extensive use of virtual and augmented reality technologies in teaching mathematics proves the effectiveness and it is an attractive motivation for students. The use of augmented reality can be implemented in the teaching of mathematics from primary schools to universities. The object of research is the process of the formation of spatial imagination using virtual and augmented reality technologies in the process of teaching mathematics. The subject of the study is the environment of virtual and augmented reality. Research methods are analysis of publications on the problem, generalization of domestic and foreign experience, theoretical analysis, system analysis, systematization, and generalization of facts and patterns of research for the formation of spatial thinking using virtual and augmented reality environments, substantiation of the main conclusions. In our opinion, it is best to use free and well-made software such as ROAR AR for the Android operating system. Even in universities, it is advisable to use augmented reality systems in the training of future mathematics teachers, as they will be able to stop the decline in the popularity of mathematics studies in secondary and high schools by using such innovative teaching methods in their future pedagogical activities.
International Journal of Experimental Research and Review, 2024
With ample evidence supporting the benefits of using Virtual Reality (VR) in education, teachers' perceptions of such educational innovations decide whether they are accepted or rejected and, if accepted, how successfully they are integrated into teaching. However, there is a dearth of literature with regard to the availability of a suitable measurement tool to gauge their perception specifically in the Indian setting. This is the research gap that is aimed to be met and the novelty of the study. Based on the theory of Diffusion of Innovations and the Technology Acceptance Model, the study aimed to validate Educators' Perceptions of the use of VR on Classroom scale, adapted by Khukalenko et al. (2022) from Wozney et al. (2006). The original version was tested among Russian educators and had 16 items on a six-point Likert-scale format with a Cronbach’s Alpha of 1.00. The investigators here conducted the validation process on a sample of 150 Indian university educators. Because it is a relatively new scale and is based on a strong theory, confirmatory factor analysis (CFA) alone remained adequate for its validation in India. By using IBM SPSS and AMOS for data analysis, the factor structure of the initial model led to the deletion of eight items due to low factor loading values. The second model, however, suggested a satisfactory fit of this unidimensional scale with eight items and yielded a Cronbach's alpha coefficient of 0.843. It is, therefore, a reliable tool for measuring teachers' perception of the use of VR in the Indian context.