Using metaverse in teaching fractions: Action research

The aim of this study is to examine in detail how sixth-grade students' learning processes regarding fractions might progress in a metaverse environment, what problems might be encountered in practice, and how they can be overcome. To this end, the research was conducted with a group of six sixth-grade students attending a public school during the 2024-2025 academic year, using a virtual reality application called "Prisms Math" in a metaverse environment. A mixed-methods approach was chosen for the research. Both a pre-test-post-test single-group weak experimental design and an action research design were utilized. Within this scope, action plans were prepared for use during the implementation process and submitted to expert opinions. Quantitative data were collected using the "Fractions Achievement Test," and interview forms were used to collect opinions. Qualitative data were collected through an observation form developed by the researcher, three separate interview forms (pre-implementation, during-implementation, and post-implementation), journals, and reflective evaluation forms. The entire application process was recorded on camera. Wilcoxon signed-rank test analysis was performed to analyze the data obtained from the Fractions Achievement Test. Data collected from interview forms, reflective evaluation forms, and researcher and student journals were analyzed using content analysis. Eisner's Educational Criticism Model was used to analyze the data obtained from observation forms. Analysis of the data obtained from the 'Fractions Achievement Test' used in the study revealed a statistically significant difference between students' pre-test and post-test scores. However, analysis of the questions related to the learning outcomes that directly covered the activities in the action plan, as included in the Prisms Math VR application, did not reveal a statistically significant difference between students' pre-test and post-test scores. According to the findings obtained from the students' opinions: Teaching fractions in a metaverse environment positively supported the students' learning process and helped them understand the subject better. Students stated that they gained confidence in mathematics, and that their individual learning and problem-solving skills improved. Although they had reservations at first, students stated that they were able to do math activities more easily and enjoyed themselves during the process. Students stated that they were more motivated while learning in a metaverse environment. According to the findings from the observations: Students showed improvement in mathematics, enjoyed the process, and never experienced anxiety; however, it took time for students to adapt to learning in the metaverse environment. The sliding of the virtual reality headset and the controls challenged the students and occasionally disrupted the learning process; therefore, it was observed that the metaverse environment and the virtual reality headset needed improvement. Based on the results of the research, various suggestions were presented for practitioners, researchers, and technology developers.