Abstract
The purpose of the study is; to evaluate a game developed by using virtual reality technology in the teaching of fractions which is one of the most difficult topics in the fourth-grade mathematics curriculum, according to the opinions of pupils. An educational virtual reality game (Keşfet Kurtul) was developed for the study. Dur-ing the development of the game, the ideas of experts were utilized and flow theo-ry was taken into account. The educational virtual reality game was developed in the light of the flow theory. The research was carried out in a school in Samsun with 4th grade pupils. The game was evaluated by the pupils in terms of overall evaluation, challenge-skills balance, concentration on the task, clear goals, sense of control, action-awareness merging, loss of self-consciousness, transformation of time, unambiguous feedback and autotelic experience. As a result, the educa-tional virtual reality game Keşfet Kurtul is a digital learning environment that pu-pils enjoyed a lot. It has been determined that all tasks except the "radio" task, and in general the game itself, provide flow experience. It is proposed to redesign just one task of the game in terms of challenge-skills balance and clear goals. It's sug-gested that in experimental studies, different variables can be examined.
Highlights
The rapid development of technology provides convenience to many people and the use of this technology has been expanding quite rapidly in recent years
When we look at the fourth-grade mathematics program in primary school, fractions account for about 20% of the mathematics program [19]
The research question was set as “How do pupils interpret the experience they have with the educational virtual reality game according to the flow theory?”
Summary
The rapid development of technology provides convenience to many people and the use of this technology has been expanding quite rapidly in recent years. VR teaching environments provide experiences that can positively influence teaching achievements [17, 35]. Multimedia, such as VR, can be applied in units of mathematics to increase the academic achievement of students [13]. VR allows students to learn at their own pace and supports the constructivist paradigm [4]. According to these studies, it would be beneficial to use VR in education. Çavaş and Taşkın [12] grouped and defined the properties of VR environments used in education. The properties that VR environments should have are;
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