The effect of virtually reality practice on mathematic success of students with learning disabilities

The purpose of this study is to examine the effects of virtual reality applications on the mathematics achievement of students with learning difficulties. For this purpose, quasi-experimental design with pretest-posttest control group was used as a research method in the study. In the study, firstly, a virtual reality application for the fractions unit of the 3rd grade Mathematics lesson was developed and the effect of this application on the mathematics skills of students with learning difficulties was evaluated. The study group of the research consists of a total of ten students (five experimental groups, five control groups) who are at the third and fourth grade (9-10 years old) level of basic education primary school. In the study, an achievement test for the fractions unit of mathematics lesson, practice tests, reflective diary for students, checklist and semi-structured interview forms for parents within the framework of social validity were used as data collection tools. A six-week in total for process was planned for the experimental group and five students were subjected to virtual reality application together with the scenario developed by the researcher for the fraction unit and tried to achieve the gains related to the fraction unit. At the end of the process, the difference between experimental group and the control group students was analyzed. According to the results obtained, it was observed that the students in the experimental group showed a significant increase in learning about fractions compared to the students in the control group. At the same time, it was determined that the experimental group students had positive feelings about the virtual reality application and their learning motivation increased in line with the observation results. It was determined that the families as well as the students have seen significant changes in their children as a result of the virtual reality application and that their enthusiasm for learning has increased. As a result, it was seen that the virtual reality application, which was developed as a computer-based and offers the opportunity to interact with the students, made significant contributions to the mathematics skills of students with learning difficulties in terms of fractions. In this context, suggestions were made regarding the widespread use of virtual reality technology in schools for students with different types of special needs. Keywords: Fractions, Math, Learning Difficulty, Virtual Reality