Virtual Reality and Student Engagement: A Constructivist Approach to Geometry Instruction

• In Event: AERA Research in Progress Roundtable Session Two
  In Invited Roundtable: Research-in-Progress RT039 (Thursday)

Abstract

This study examines how virtual reality (VR) technology effects student engagement in a diverse high school geometry classroom. Grounded in constructivist theory, the research compares student survey data from a traditional paper-pencil lesson versus an immersive VR lesson. Using a within-subjects design, 67 students, including English language learners, gifted students, and those receiving special education services, completed engagement surveys after each lesson type. Preliminary results show increased engagement during VR instruction, especially in enjoyment and interest in math. Ongoing analysis will explore subgroup differences and statistical significance, contributing to research on technology integration in mathematics courses, specifically with English language learners.

Author

• Mallory Brewer, Valdosta State University