Algebraic Learning With Immersive Virtual Reality

• In Event: A Structured Approach for Testing Effectiveness of Educational Technology Products

Abstract

This project tests the effectiveness of immersive virtual reality (IVR) in Algebra I classrooms. Algebraic concepts, especially functional thinking, are critical mathematical topics for students’ engagement in higher-level mathematics (Stephens et al., 2017). Many algebraic ideas are solidified in the first year high school course typically titled Algebra I. Algebra I is the strongest predictor of high school graduation (Allensworth & Easton, 2005, 2007). Despite this, the most recent NAEP scores reveal that only 27% of eighth grade students are proficient or advanced. Education technologies have the potential to support students’ learning Algebra I concepts in conceptually rich ways (Irving et al., 2016). IVR is an emerging technology that may support student’s engagement in real-world applications of mathematics but requires further study.

This session will share findings from a recent study to examine if mathematical lessons with IVR support algebraic learning in students. Each supplemental unit consists of three days of activities. In Days 1 and 2, students explore the context in an IVR environment and on the third day the mathematical ideas are supported with a paper worksheet and discussion. Teachers are supported to enact the lessons with a lesson guide which provides teachers with anticipated timing for various aspects of the lessons, suggestions to monitor students’ understanding, and prompts to facilitate discussion. The linear functions module explores the melting rate of glaciers and related rising sea levels. The exponential functions unit explores the spread and containment of a virus. These contexts are intended to motivate students’ interest in mathematics, and thus the modules are designed to be used as an introduction to the unit.

We conducted a cluster randomized trial study with 22 Algebra 1 teachers and 756 students during the ‘22-’23 school year in the midwest. Teachers were randomly assigned into either a business-as-usual (BAU) control group, and a treatment group. The BAU teachers were required to teach through their linear functions and exponential functions units by the end of study period. Teachers assigned to the treatment group were asked to implement and incorporate two IVR modules into their existing mathematics instruction for linear functions and exponential functions units. At the beginning and end of the exponential functions units all students completed a 27-item researcher-designed assessment of their knowledge in exponential functions.

Researchers conducted a 2-level hierarchical model, accounting for nesting of students within teachers, and including fixed effects for condition, pre-test, and the randomization block. This model estimates that going from the control to the treatment condition results in a 2.94 increase in post-test score, which is statistically significant at p < .05. This corresponds to a moderate effect size (0.53). In practical terms, students who participated in the treatment condition performed 11% better than their control student counterparts on a researcher-designed proximal measure of exponential functions. While numerous questions remain around IVR and learning, such as specific mechanisms or learning across an entire course, this study provides some of the first evidence of learning outcomes for students using IVR in authentic K-12 classrooms.

Authors

• Andrew Grillo-Hill, WestEd

• Amber Beliakoff, WestEd

• Brent Jackson, WestEd