Virtual Reality Makes Mathematics More Fun: An Experimental Study

This study investigates whether a Virtual Reality application for exploring multivariable functions enhances students’ learning experiences compared to a traditional 2D tablet-based approach. A total of 109 university students were randomly assigned to either a VR group or a control group and completed knowledge tests and motivational surveys. While VR did not lead to higher performance gains, it fostered greater perceived competence, usefulness, and general interest and enjoyment. The dataset underlying this study is openly available and includes all anonymized pre- and post-test results as well as the survey data on perceived competence and intrinsic motivation, accompanied by detailed documentation to support reuse in research and teaching.