Design of virtual reality modules for multivariable calculus and an examination of student noticing within them
Steven R. Jones, Nicholas Long, Jeremy J. Becnel
Abstract
Virtual reality (VR) research in mathematics education has centred largely on geometry content. This paper contributes by describing VR modules developed for another area that heavily involves three-dimensional objects: multivariable calculus. This paper also contributes by describing an empirical study on students’ experiences inside the VR modules through student (conceptual) noticing. One finding was that colourful objects had moderate associated conceptual noticing, but that accompanying animation drastically improved the conceptual noticing. Symbolic and textual elements were conceptually noticed much less. While narration was meant to guide the students’ noticing, it often did not produce the conceptual noticing intended, though animation again was a key factor. The conceptual noticing was also found to be connected to the students’ emerging understandings of the mathematical ideas discussed in the modules. We end by discussing implications for (a) designing VR modules generally, and for (b) learning specific mathematical content within VR.