VRMath: knowledge construction of 3D geometry in virtual reality microworlds

ABSTRACT

Because of the complexity of 3D geometry (e.g., 3D transformations) and the constraints in our real environments (e.g., body movement and manipulation of objects), most young children have difficulty in learning 3D geometry concepts and processes. Therefore, in order to address this issue, a prototype virtual reality learning environment (VRLE) named VRMath that set out to enable children to move in, manipulate objects, and construct programs to create objects in a 3D environment was designed and evaluated. The design of the HCI components of VRMath was influenced by educational semiotics [2, 5], which connect mathematical meanings with multiple semiotic resources. The evaluation, which involved six children, focused on both the design of VRMath and the learning within VRMath. Many new ways about thinking and doing 3D geometry and issues about the usability of VRMath were identified during the evaluation. These have implications for learning within and design of VRLEs.

REFERENCES

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INDEX TERMS

Primary Classification:
  H. Information Systems
  H.5 INFORMATION INTERFACES AND PRESENTATION (I.7)
      H.5.1 Multimedia Information Systems

Additional Classification:
  H. Information Systems
  H.5 INFORMATION INTERFACES AND PRESENTATION (I.7)
      H.5.2 User Interfaces (D.2.2, H.1.2, I.3.6)

Keywords:
3D geometry, Virtual Reality Learning Environment (VRLE), logo, microworld, semiotics