Abstract This study aimed to examine the effects and feasibility of an individually delivered virtual reality fractions program for elementary students with learning disabilities using an exploratory mixed-methods approach and a quasi-experimental pretest–posttest–retention design. Participants were third- and fourth-grade students diagnosed with learning disabilities; the experimental group ( n = 5) received virtual reality-supported instruction, whereas the control group ( n = 5) followed the Ministry of National Education curriculum. Over six weeks, quantitative data were collected via pre-, post-, and retention tests, and qualitative data via student reflective journals and semi-structured parent interviews. A diagnostic, item-level examination appropriate for the small sample was conducted, and nonparametric tests (Mann–Whitney U, Wilcoxon signed-ranks) were used to evaluate observed changes. Findings indicated that the experimental group outperformed the control group on the posttest and that gains were largely maintained approximately seven weeks later. Item patterns pointed to marked improvements on visually based representations. Qualitative analysis revealed themes of heightened enjoyment, excitement, and engagement; perceived ease in learning fractions; and a strong sense of presence in the virtual reality environment. Parents corroborated these trends, reporting improvements in children’s motivation, self-confidence, and attitudes toward mathematics. The effect was more pronounced on visual/procedural tasks and more limited on those requiring higher-order reasoning or real-world transfer, underscoring the need for bridging activities. Overall, the results suggest that virtual reality is a promising approach for enhancing both cognitive and affective outcomes in fraction learning among students with learning disabilities.
Kurt et al. (Mon,) studied this question.