Exploring the Integration of Virtual Reality in Multivariable Calculus: A Study on Technology Acceptance and Student Engagement
Academic Article in Scopus
This exploratory mixed-methods study examines virtual reality (VR) integration in multivariable calculus using Oculus Quest and GeoGebra 3D. Fifty engineering students participated (experimental n=26; control n=24). The intervention provided approximately 1 5-minute weekly VR activities for six weeks to visualize surfaces, tangent planes, and level sets; the control received equivalent 2D instruction. Outcomes were technological acceptance (TAM) and academic engagement (UWES-S), complemented by brief portfolio reflections. Analytically, we conducted pre-post comparisons within groups and between-group tests on change scores (t/Wilcoxon as appropriate) and report small, non-significant effects; qualitative data contextualized the results. Acceptance was high (usefulness, ease of use, and intention above 4 on a 5-point scale), while engagement gains were modest and not statistically significant, suggesting short exposure limits impact. Operational feasibility was high with minimal infrastructure. We discuss novelty effects, recommend longer and collaborative VR tasks, and outline a longitudinal agenda-including learning outcomes-to assess whether sustained, well-scaffolded VR can deepen engagement and conceptual understanding in STEM.
