Virtual Reality for Math Learning: Turning End Users’ Views into a Multidimensional Scale Development and Validation

Authors

  • Karyl Angel Bregente College of Education at Danao Campus, Cebu Technological University, Sabang, Danao City, Cebu, 6004 Philippines
  • Greathel Mae Angtud College of Education at Danao Campus, Cebu Technological University, Sabang, Danao City, Cebu, 6004 Philippines
  • Rosselle Butad College of Education at Danao Campus, Cebu Technological University, Sabang, Danao City, Cebu, 6004 Philippines
  • Mary Shein Giangan College of Education at Danao Campus, Cebu Technological University, Sabang, Danao City, Cebu, 6004 Philippines
  • Daisy Mae Lopina College of Education at Danao Campus, Cebu Technological University, Sabang, Danao City, Cebu, 6004 Philippines
  • Hearthy Mae Tayong College of Education at Danao Campus, Cebu Technological University, Sabang, Danao City, Cebu, 6004 Philippines
  • Masza Lyn Milano Department of Mathematics Education, Graduate Studies, Cebu Normal University, Osmeña Boulevard, Cebu City, 6000 Philippines; Educational Research and Resource Center. Cebu Technological University, Sabang, Danao City, Cebu, 6004 Philippines
  • Lislee Valle College of Education at Danao Campus, Cebu Technological University, Sabang, Danao City, Cebu, 6004 Philippines

Keywords:

Mathematics Education, Scale Development, Validation, Virtual Reality

Abstract

Recent literature discusses how virtual reality technology is used in learning, raising questions about which tools best support immersive experiences and how to measure student behavior and engagement. The study develops and validates a multidimensional scale to assess user experiences with virtual reality (VR) headsets in mathematics education. The methods involved the following key steps: identifying the scale dimensionality and item indicators through a literature review and focused group discussion (FGD); conducting validation with four experts; revising items based on expert feedback; and establishing the psychometric properties of the scale through EFA and CFA. The participants included ten pre-service math teachers in the FGD, four experts for the instrument validation, and 138 respondents in the pilot survey. This study developed the Immersive Virtual Reality Learning Scale (IVRLS) in mathematics, a 15-item instrument comprising three dimensions: immersive learning experiences (4 items), user acceptance (7 items), and issues (4 items). Results demonstrated acceptable fit measures, high reliability, and convergent and discriminant validity. This study concludes with recommendations for utilizing the developed scale to assess VR learning experiences and their implications to teaching and learning.

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Published

2025-06-30

How to Cite

Bregente, K. A., Angtud, G. M., Butad, R., Giangan, M. S., Lopina, D. M., Tayong, H. M., Milano, M. L., & Valle, L. . (2025). Virtual Reality for Math Learning: Turning End Users’ Views into a Multidimensional Scale Development and Validation. Magister - Journal of Educational Research, 4(1), 58–89. Retrieved from http://errc.ctu.edu.ph/ojs/index.php/magister/article/view/66

Issue

Vol. 4 No. 1 (2025): January to June 2025

Section

Articles

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