Vol. 2 No. 5 (2026): Oktober
Articles

ENHANCING MATHEMATICS CONCEPTUAL UNDERSTANDING THROUGH VIRTUAL REALITY-BASED STEAM LEARNING: EVIDENCE FROM UNIVERSITY STUDENTS

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  • Melda Rumia Rosmery Simorangkir,
  • Evi Deliviana
Melda Rumia Rosmery Simorangkir
Universitas Kristen Indonesia
Evi Deliviana
Universitas Kristen Indonesia

Published 2026-10-18

Keywords

  • Virtual Reality,
  • STEAM Learning,
  • Mathematics Education,
  • Higher Education

Abstract

Virtual Reality (VR) integrated into Science, Technology, Engineering, Arts, and Mathematics (STEAM) learning offers opportunities to create more exploratory mathematics learning experiences. Virtual environments can visualize objects, geometric forms, spatial relationships, and phenomena that are difficult to represent through conventional instructional media. This study aimed to examine students’ responses to VR-based STEAM learning and its relevance to mathematics conceptual understanding. A quantitative approach was employed, using a structured questionnaire administered once to students in the Mathematics Education Study Program, Faculty of Teacher Training and Education, Universitas Kristen Indonesia. Descriptive statistics were used to analyze response frequencies, percentages, mean, median, and standard deviation. The findings showed generally positive student responses to the learning experience. Of the 840 respondents, 57% agreed and 30% strongly agreed with the questionnaire statements, while 10% disagreed and 2% strongly disagreed. The mean score was 3.08, with a median of 3 and a standard deviation of 0.72. These findings indicate favorable student perceptions of VR-based learning and suggest its potential to support engagement with mathematical concepts through immersive visualization and interdisciplinary exploration. However, the results reflect students’ reported perceptions rather than direct evidence of improved conceptual understanding. Further research using direct assessments of mathematics conceptual understanding is needed to establish the educational effectiveness of VR-based STEAM learning.

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