Incidencia de la realidad virtual en los procesos de aprendizaje de perímetros y áreas de figuras geométricas regulares en matemática

Jorge Santiago Terán Vaca; Diana Carolina Tulcán Angulo; Luis Jonás Salas Ortiz.; Ramiro Fabián Nazate Fuel; Míriam Elizabeth  Villarreal Chugá

doi:10.32645/13906925.1329

Authors

Jorge Santiago Terán Vaca Unidad Educativa “Bolívar” https://orcid.org/0000-0002-6105-3101 (unauthenticated)
Diana Carolina Tulcán Angulo Unidad Educativa “Bolívar” https://orcid.org/0009-0004-8288-0562 (unauthenticated)
Luis Jonás Salas Ortiz. Unidad Educativa “Bolívar” https://orcid.org/0009-0004-7776-2940 (unauthenticated)
Ramiro Fabián Nazate Fuel Unidad Educativa “Bolívar” https://orcid.org/0009-0006-5053-6032 (unauthenticated)
Míriam Elizabeth Villarreal Chugá Unidad Educativa “Bolívar” https://orcid.org/0000-0002-1849-9554 (unauthenticated)

DOI:

https://doi.org/10.32645/13906925.1329

Keywords:

Virtual reality, Mathematics learning, Student motivation, Geometric figures, pre-and post-intervention surveys

Abstract

The present study investigated the impact of virtual reality on mathematics learning, specifically
focusing on the perimeters and areas of regular geometric figures. Employing a quantitative
approach, a descriptive quasi-experimental study was conducted with eighth-grade students
in basic education. Pre- and post-surveys were utilized to assess students’ motivation before
and after the virtual reality intervention. The results revealed a significant increase in students’
motivation after the intervention, supporting the hypothesis that virtual reality positively affects
students’ motivation towards mathematics learning. Additionally, positive changes were observed
in the perception of complexity, enjoyment, and willingness to continue using virtual reality in
mathematics learning. These findings suggest that virtual reality could be considered a tool that
offers numerous benefits for increasing student motivation and engagement in mathematics
learning. Future research is recommended to be longitudinal, comparative, and focused on the
development of new virtual reality applications, aiming to further expand understanding of the use
of this technology in mathematics education and enhance students’ learning experiences.

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