Teaching geometry in a virtual reality environment

This study aims to examine the effect of using a Metaverse application in a virtual reality environment on students' geometry achievement, geometry attitudes and perceptions of virtual reality presence in teaching the 10th grade subject "solid geometry". It also reveals students' views on teaching geometry with a Metaverse application in a virtual reality environment. Adopting mixed methods experimental research, the quantitative part applied static group pretest-posttest experimental design. The qualitative part adopted case study design. The study group involves 30 Anatolian high school students in grade 10th in Balıkesir during the 2023-2024 academic year. Quantitative data were collected with Geometry Achievement Test, Geometry Attitude Scale and Virtual Environment Presence Scale. Qualitative data were obtained from semi-structured interviews. Two-way analysis of variance with repeated measures and analysis of covariance were applied for quantitative data and content analysis method was used for qualitative data. Quantitative data analysis revealed that experimental and control groups' Geometry Achievement Test scores were significantly different and experimental effect level was high. Regarding Geometry Attitude Scale scores, no statistically significant difference was detected between experimental and control groups. Concerning the Virtual Environment Presence Scale, while a significant difference between the pre-test and post-test scores was detected, no statistically significant difference was found between experimental and control groups' scores. Qualitative data analysis revealed students' positive opinions on teaching geometry using a Metaverse application in a virtual reality environment. Finally, suggestions were made for further research on teaching geometry using a Metaverse application in a virtual reality environment.