A Problem-Driven Approach to XR in Education: Teaching Non-Euclidean Geometries Through Virtual Reality
Immersive technologies are increasingly used in education, offering unique benefits in fields like mathematics that require spatial understanding. These tools enable learners to interact with virtual environments, providing hands-on experiences that enhance comprehension and retention of abstract concepts. This is particularly valuable in areas like non-Euclidean geometries, which are difficult to visualize using traditional methods. This paper explores our research on using virtual reality to teach non-Euclidean geometries, highlighting both the benefits and challenges.
Authors
- Valérie Gouranton (ORCID: https://orcid.org/0000-0002-9351-2747)
- Maé Mavromatis (ORCID: https://orcid.org/0000-0001-9089-7859)
- Rémi Coulon (ORCID: https://orcid.org/0000-0003-0233-5974)
- Ronan Gaugne (ORCID: https://orcid.org/0000-0002-4762-4342)
Institutions
- Centre National de la Recherche Scientifique (FR)
- Université de Bourgogne (FR)
- Institut de Recherche en Informatique et Systèmes Aléatoires (FR)
- Institut National des Sciences Appliquées de Rennes (FR)
- Institut de Mathématiques de Bourgogne (FR)
- Institut de Mathématiques de Bordeaux (FR)
- Université de Rennes (FR)
Publication Details
- Published
- 2025-03-08
- DOI
- https://doi.org/10.1109/vrw66409.2025.00054
- Primary Topic
- Augmented Reality Applications
- Type
- article
- Field-Weighted Citation Impact
- 0.00
Funders
- Agence Nationale de la Recherche