Abstract Book of the 9th International Conference on Research in Education
Year: 2025
DOI:
[PDF]
Student Views on the Use of Metaverse in Teaching Fractions
Muttalip ÖNVER, İsmail ŞAN, H. Gülhan Orhan Karsak
ABSTRACT:
The aim of this study is to examine in detail what the problems that 6th grade students may encounter in the process of learning the fraction number subject in the Metaverse universe through Prisms Math, one of the virtual reality applications in fraction number teaching. In line with this main purpose, it was examined in detail to determine the problems encountered in the process of realizing the learning experiences of the students in the 6th grade mathematics course in the Metaverse universe of the fraction number subject with the opinions of the students before, during and after the application. While selecting the sample in the study, the typical case sampling method was used. In this context, the process was carried out with a group of six students (two upper, two middle, two lower achievement levels) attending the sixth grade in a public school in the 2024-2025 academic year. While selecting these students, the ‘Proximity to Technology Interaction Scale’ developed by Demir, Çüm, and Kışla (2023) was used and the participants were selected from those with the highest and lowest scores on this scale. Necessary permissions were obtained from the parents of the students before the application. In this framework, the studies were carried out from the ‘Prisms Math’ application, which is an official virtual reality application of the ‘Meta’ company reflecting the Metaverse universe.
Qualitative research method was used as the method in the study. While mathematics activities were carried out in the Metaverse universe, studies were carried out in the application area itself. The researcher took an active role in all processes of the study; she played the role of ‘researcher teacher’. The ‘Interview method’ was used to collect opinions in the study. Qualitative data were collected through three separate semi-structured interview forms (before, during and after the implementation) and reflective evaluation forms developed by the researcher. The collected data were analyzed by content analysis.
According to the findings obtained from the interview forms and reflective evaluation forms used in the study, the following conclusions were reached: Fraction number teaching in the metaverse environment supported the students’ learning process positively and helped the students comprehend the subject better. Students gained self-confidence in mathematics. Students’ individual learning and problem-solving skills improved. Mathematics lessons became more fun. Although they had reservations at the beginning, students were able to do math activities more easily in the process. Students improved in mathematics subjects, but it took time for students to get used to learning in the Metaverse environment. Students reported that they were more motivated while learning in the Metaverse environment. Some aspects of the technological tools challenged students and interrupted the learning process at times; therefore, students felt that the Metaverse environment should be improved in education. According to these results, the following suggestions can be made: The technological infrastructure should be improved and technical problems such as virtual reality glasses slipping, dizziness and image blurring should be solved. Controls should be made easier to use. The language of the virtual assistant should be Turkish by providing Turkish support in the content, and students should be supported to learn more easily. Elements that may distract students in the Metaverse environment, such as the virtual assistant talking too much, should be reduced. The difficulty level of the questions should be increased, and more computational questions and activities should be added, and the activities in the Metaverse environment should be diversified. Guidance and user experience in the Metaverse environment should be improved. The technological infrastructure should be improved to make the virtual glasses more ergonomic, thus minimizing the physical discomfort experienced during the learning process with virtual glasses. Mathematics lessons should be gamified more and more repetition opportunities should be provided in the activities. According to all these results, while learning mathematics in the Metaverse environment, students had both positive gains and encountered some technical and contextual problems. It was concluded that this technology-supported instruction increased students’ motivation and made the mathematics learning process more enjoyable. However, it can be thought that a more efficient learning environment can be created if the technological infrastructure is improved, and some content changes are made. For this reason, this learning process can be made more efficient with technological improvements and content development.
keywords: Fraction, Metaverse, Prisms Math, Student views