Virtual Reality and Mathematics Anxiety in Prospective Elementary School Teachers: A Quasi-Experimental Mixed-Methods Study
Keywords:
academic anxiety; embodied cognition; inclusive education; mathematics anxiety; teacher training; pedagogical anxiety; pre-service teachers; quality education; virtual reality; educational environmentAbstract
This study investigates the effectiveness of Virtual Reality (VR) as an educational technology in reducing mathematics anxiety among prospective elementary school teachers, distinguishing between the dimensions of academic anxiety and pedagogical anxiety. Adopting a quasi-experimental mixed methods design with an explanatory-sequential model, eighty-two prospective elementary school teachers (experimental n = 40; control n = 42) completed six intervention sessions over approximately three weeks using either the immersive VR platform MathemaVerse 3D or conventional lecture-based instruction. The experimental group showed significant reductions in both Mathematics Academic Anxiety (? = ?1.11, t(39) = 9.25, p < .001, Cohen's d = 1.45) and Mathematics Pedagogical Anxiety (? = ?1.08, t(39) = 8.76, p < .001, d = 1.38), while the control group showed no significant change. Qualitative analysis through stimulated recall interviews identified an enhanced sense of control, a safe-to-fail environment, and emotional engagement as key mechanisms underlying anxiety reduction. The VR intervention operated through progressive scaffolding and immersive environments, which increased perceived control, reinforced embodied cognition, and built teaching self-efficacy. This study contributes theoretically by differentiating between two dimensions of matheamtics anxiety and proposing the Anxiety-Informed TPACK Framework, while practically providing techno-pedagogical design guidelines for teacher education The findings affirm VR's role in supporting SDG 4 (Quality Education) by promoting inclusive and equitable learning opportunities for prospective teachers.
https://doi.org/10.26803/ijlter.25.6.3
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