We found that on the items in which visualization was important, students in the experimental group outperformed the students in the control group.
We surveyed the experimental group about their perception of VR use regarding their learning objectives, their experience using VR as a learning tool during the sessions, and the value of using VR in class. We followed an experimental research design, with a control and an experimental group, for measuring students’ performance in a pre-post 3D vectors questionnaire. In this contribution, we present a study that aims to evaluate the students’ experience using a virtual reality (VR) tool and their learning of three-dimensional vectors in an introductory physics university course.
The use of virtual reality in education has enabled the possibility of representing abstract concepts and virtually manipulating them, providing a suitable platform for understanding mathematical concepts and their relation with the physical world.
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