Novita Shally, Setyowibowo Hari, Wijayanti Puspita Adhi Kusuma, Erwina Wina, Yudiana Whisnu, Dermawan Purba Fredrick, Hafny Noer Afra
Center for Psychological Innovation and Research, Faculty of Psychology, Universitas Padjadjaran, Sumedang, West Java, Indonesia.
Center for Psychometric Study, Faculty of Psychology, Universitas Padjadjaran, Sumedang, West Java, Indonesia.
PLoS One. 2025 Apr 25;20(4):e0319664. doi: 10.1371/journal.pone.0319664. eCollection 2025.
It has been extensively documented that motivation plays a pivotal role in both the learning and performance of mathematics, often intersecting with various antecedents of mathematical competence, such as math anxiety and self-esteem. These factors, in turn, significantly influence the well-being of students. Therefore, it is necessary to provide learning situations that may impact students' motivation in learning mathematics. During the digital era, studies have examined the use of technology, particularly, virtual reality-based mathematics learning in explaining the variance of students' motivation in mathematics learning. However, the results seem to be various and a comprehensive review about the impact of virtual reality mathematics learning on students' motivation does not seem to exist yet. This review aims to fill this knowledge gap by examining the impact of mathematics learning using virtual reality-based learning materials on students' motivation. The literature search will be conducted across multiple bibliographic databases, including Cambridge, Oxford, PubMed, Science Direct, Scopus, SpringerLink. Only studies published in English, German, or Indonesian within the past seven years will be eligible for inclusion in the review. The risk of bias inherent in this review will be evaluated by two independent reviewers utilizing the Joanna Briggs Institute (JBI) critical assessment tool. Any discrepancies between the reviewers will be resolved through the third reviewer. Further, quality of evidence will be examined using The Grading of Recommendations, Assessment, Development, and Evaluations (GRADE). A review exploring the correlation between mathematics education utilizing virtual reality and student motivation will offer educational practitioners and stakeholder's valuable insights into the effective integration of technology-based learning resources, particularly virtual reality. The findings of this study aim to elucidate the advantages and potential drawbacks associated with the adoption of virtual reality in mathematics education, as well as identify the student and instructional material characteristics that may be associated with specific increases in motivation. This protocol has been registered in PROSPERO with registration number: CRD42023463974.
已有大量文献记载，动机在数学学习和表现中起着关键作用，它常常与数学能力的各种先行因素相互交织，如数学焦虑和自尊。反过来，这些因素又会显著影响学生的幸福感。因此，有必要提供可能影响学生数学学习动机的学习情境。在数字时代，已有研究探讨了技术的应用，特别是基于虚拟现实的数学学习，以解释学生数学学习动机的差异。然而，结果似乎各不相同，目前似乎还没有关于虚拟现实数学学习对学生动机影响的全面综述。本综述旨在通过研究使用基于虚拟现实的学习材料进行数学学习对学生动机的影响来填补这一知识空白。文献检索将在多个文献数据库中进行，包括剑桥、牛津、PubMed、科学Direct、Scopus、SpringerLink。只有在过去七年中以英文、德文或印尼文发表的研究才有资格纳入本综述。本综述中固有的偏倚风险将由两名独立评审员使用乔安娜·布里格斯研究所（JBI）的批判性评估工具进行评估。评审员之间的任何分歧将通过第三名评审员解决。此外，将使用推荐分级、评估、制定和评价（GRADE）来检查证据质量。一项探索利用虚拟现实进行数学教育与学生动机之间相关性的综述将为教育从业者和利益相关者提供关于有效整合基于技术的学习资源，特别是虚拟现实的宝贵见解。本研究的结果旨在阐明在数学教育中采用虚拟现实的优点和潜在缺点，以及确定可能与动机特定增加相关的学生和教学材料特征。本方案已在PROSPERO注册，注册号为：CRD42023463974。
