Issue No.01 - January/February (2009 vol.29)
Maria Roussou , Makebelieve Design & Consulting
DOI Bookmark: http://doi.ieeecomputersociety.org/10.1109/MCG.2009.1
Immersive virtual reality (VR) has attracted the attention of many researchers and educators who predicted that VR would considerably affect how learning and teaching are conducted. The research presented here aims to investigate how an interactive immersive virtual learning environment affects conceptual learning, specifically learning of fractions in mathematics. A virtual environment (VE) designed to simulate a playground was created and evaluated through empirical studies with 60 primary school students between the ages of 8 and 12. Results suggest that children who fully interacted with the VE were able to problem-solve but that there was no strong evidence of the expected conceptual change. Rather, it was the passive VR environment, where a virtual robot guided activity, that seemed to support student reflection and recall, leading to indications of sustained conceptual change.
interactivity, virtual reality in education, conceptual learning, mathematics
Maria Roussou, "A VR Playground for Learning Abstract Mathematics Concepts", IEEE Computer Graphics and Applications, vol.29, no. 1, pp. 82-85, January/February 2009, doi:10.1109/MCG.2009.1