The design of a virtual reality application developed for the subject of geometric objects and shapes and their effect on students' academic achievement

In this research, a virtual reality-based instructional material was developed for the third-grade elementary mathematics course topic "Geometric Objects and Shapes" based on the scenario-based learning approach. The material includes topic explanations and reinforcement activities organized within the framework of the learning outcomes for geometric objects and shapes. The aim was to evaluate this material in terms of academic achievement, student engagement, sense of presence, and student feedback. In the study, a mixed research method was employed as the research approach. Quantitative data were obtained using an academic achievement test on the topic of geometric objects and shapes, along with scales measuring the sense of presence in virtual reality environments and engagement in mathematics lessons. Qualitative data were collected through semi-structured student interviews and observation forms. The research included a total of 20 third-grade elementary students, divided into a control group and an experimental group. Two teachers also accompanied the researcher as observers. The topic of geometric objects and shapes was taught to the control group students using traditional methods, while it was presented to the experimental group students through the developed virtual reality-based instructional program. According to the results of the study, a significant difference was observed in the academic achievement scores between the experimental group students who learned using the virtual reality material and the control group students who learned through traditional methods. It was concluded that the methods applied in the experimental and control groups created a significant difference in favor of the experimental group regarding students' engagement in mathematics lessons. A notable connection was identified between the levels of sense of presence in virtual reality environments and academic achievement scores. Additionally, student feedback and observation results indicated that virtual reality-based learning environments were engaging and motivational for students.