Enhancing Mathematics Education: The Impact of Virtual Reality on Pre-Service Teachers’ Perceptions and Learning Outcomes

Abstract

This study investigates the impact of virtual reality (VR) on mathematics education, focusing on pre-service teachers' perceptions and learning outcomes at Qatar University. Employing a mixed-methods approach, the research explores VR's potential to enhance comprehension and engagement in mathematics instruction. A cohort of 60 pre-service teachers participated in the study, which utilized both quantitative surveys and qualitative interviews. Results indicate favourable attitudes towards VR integration in mathematics education, with participants emphasizing its efficacy in visualizing complex concepts and increasing student engagement. However, challenges such as technological limitations, financial considerations, and integration into existing curricula were identified. The study reveals significant correlations between teachers' technological proficiency and their attitudes towards VR utilization, particularly in areas of performance, communication, and learning environment. These findings contribute to the expanding body of research on educational technology and provide valuable insights for curriculum development and teacher training programs aiming to incorporate VR in mathematics education.