Integrating circular fuzzy approach with an interval valued EDAS approach to evaluate teaching effectiveness in virtual and augmented reality classrooms

Virtual reality (VR) and augmented reality (AR) technologies have created new possibilities that redefine the scope of modern education, allowing for the creation of entirely immersive and engaging learning environments. With the rapid adoption of these technologies to enhance educational environments, the importance of having methods to measure the effectiveness of teaching performance in such immersive settings has become increasingly crucial. This study introduces a new framework that integrates the circular interval-valued intuitionistic fuzzy (CIVIF) framework and the evaluation based on the distance from average solution (EDAS) method to assess teaching effectiveness in VR and AR classrooms. The proposed framework assesses various pedagogical strategies, learner engagement levels, and technological efficacy in VR/AR classrooms, taking into account the uncertainties inherent in these evaluations. The proposed framework is validated through experimental case studies in VR/AR classrooms, which demonstrate that collaborative AR projects are the most effective approach, followed by gamified learning and storytelling. The findings confirm that this hybrid approach provides greater objectivity and scalability, offering actionable insights for educators and administrators to identify strengths, weaknesses, and areas for improvement within a given methodology. These results demonstrate the model's ability to provide insight into enhanced teaching methodologies in immersive learning contexts. This research presents a transformative tool for education stakeholders, leading to data-driven increases in teaching effectiveness specific to the needs of next-generation classrooms.