American Journal of Educational Research
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American Journal of Educational Research. 2018, 6(3), 170-174
DOI: 10.12691/education-6-3-2
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The Immersive Virtual Reality: A Study in Three-dimensional Euclidean Space

Karla Liliana Puga Nathal1, María Eugenia Puga Nathal1, Humberto Bracamontes del Toro1, , Marco Antonio Guzmán Solano1 and Juan Carlos Martínez Sandoval1

1Tecnológico Nacional de México, Instituto Tecnológico de Cd. Guzman, Cd. Guzmán, Jal, México

Pub. Date: March 08, 2018

Cite this paper:
Karla Liliana Puga Nathal, María Eugenia Puga Nathal, Humberto Bracamontes del Toro, Marco Antonio Guzmán Solano and Juan Carlos Martínez Sandoval. The Immersive Virtual Reality: A Study in Three-dimensional Euclidean Space. American Journal of Educational Research. 2018; 6(3):170-174. doi: 10.12691/education-6-3-2


New technologies, since the eighties have dabbled in classroom education as a support tool in teaching activities. The learning problems in the discipline of mathematics faced by students at different educational levels are known. However, various investigations have shown favorable results in the appropriation of concepts if the methodology of work in the classroom is supported by means and materials that support the student to learn the mathematical contents, even autonomously, in an alternative learning environment [1,2]. This paper shows the results of a research whose objective was to generate and evaluate an instructional scenario for the learning of vector themes and three-dimensional space. Students, from the manipulation of physical and virtual objects (mediated by recognition of patterns and mixed reality), interact with mathematical concepts essential to understand the geometry of three-dimensional space and the interpretation of various figures such as solids and cylinders. This interaction promotes the extraction of the data necessary for the mathematical modeling of a contextualized phenomenon. For that, it was necessary to investigate on the one hand, the conceptual elements that take place in the student's processes in the appropriation of mathematical concepts and on the other, the effects that the instructional design produces based on the manipulation of physical and virtual objects on the learning of the mentioned mathematical concepts. The research shows, first of all, the feasibility of introducing virtual scenarios for the manipulation of mathematical objects in the classroom as well as the promotion of the development of didactic materials mediated by new technologies for the learning of mathematics. Core point for strengthening the construction of mathematical knowledge of students.

immersive virtual reality square surfaces semiotic records

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