Observing Mathematical Properties in the Virtual World: An Exploratory Study of Online Independent Learning of Locus Concepts

Abstract

In the post-pandemic world, metaverse technology has become a popular approach to facilitating students’ online learning experiences. Drawing on Kolb’s experiential learning theory, we created immersive scenes using CoSpaces Edu, a ‘mirror-world’ metaverse platform that enables students to observe mathematical properties virtually. We applied a quasi-experimental design and evaluated the effect of integrating these virtual experiences into our learning resources. Students in the control group used conventional resources created using GeoGebra, which allowed them to manipulate mathematical objects and observe the locus of moving points. For the experimental group, in addition to the GeoGebra resources, we incorporated scenes (e.g., scenarios featuring running dogs) via CoSpaces Edu, which enabled the students to observe mathematical properties virtually online. The post-test results demonstrated that the students in the experimental group (N = 28) performed better than those in the control group (N = 35). The virtual world, which offered immersive walk-through experiences and different perspectives, enhanced the students’ understanding of locus concepts. However, some students encountered technical issues during their online learning, which may have hindered their mathematical exploration. This study contributes to the application of experiential learning theory using metaverse tools, thus offering educators valuable insights into creating immersive environments for online mathematics instruction.