Abstract

The mathematical performance of german primary-school students is continuously decreasing. One new method to improve the mathematical understanding is to connect mathematical concepts with physical movement. Studies show that this so-called embodied learning is effective, especially with children aged 8 to 12. Another method that can be used to increase both students' motivation and math performance is computer based learning. Those two methods, embodied and computer based learning, can be combined by using virtual reality technology that offers a significantly higher level of immersion. A problem with embodied learning in virtual reality is that many mathematical concepts like the number line need lots of space, which makes practical use difficult. Dackermann (2017) theorized that the dislocation of the virtual world relative to the real world, possible through virtual reality, can minimize physical motion, like the movement on a number line. Therefore, the question appears on whether it is possible to reduce the physical motion without sacrificing learning success. This thesis explores this question by developing a VR application in which one is not moving through space by oneself but moving the world around with small interactions.