The Role of Virtual Reality in the Formation of Mathematical Knowledge and Reflection of Schoolchildren

Abstract

The paper considers the influence of training developments in the field of virtual reality on a person included in the educational process. The presented work is aimed at identifying reflection and the level of formation of mathematical knowledge of students involved in a virtual program. The materials of an empirical study obtained on a sample of high school students are presented. The study involved respondents (N=105) aged 16 to 17 years (M=16.5, SD=0.18), of which 44% were males, 56% were females. At the diagnostic stages (before and after the experimental exposure), A.V. Karpov — V.V. Ponomareva and individual author’s questionnaire. At the experimental — formative stage — schoolchildren who were diagnosed with a low level of reflection (26%) and a low level of formation of mathematical knowledge (76%) were included in the work with a virtual teaching mathematical program on ordinary monitors (average level of immersiveness). The obtained changes in mental parameters were confirmed by the statistical criteria of homogeneity χ2 and Fisher’s angular transformation φ* at the significance level p ≤ 0.05.