Pupils’ Opinions on an Educational Virtual Reality Game in Terms of Flow Experience





virtual reality, digital educational games, fractions, primary school education, ed-ucational technology


The purpose of the study is; to evaluate a game developed by using virtual reality technology in the teaching of fractions which is one of the most difficult topics in the fourth-grade mathematics curriculum, according to the opinions of pupils. An educational virtual reality game (KeÅŸfet Kurtul) was developed for the study. Dur-ing the development of the game, the ideas of experts were utilized and flow theo-ry was taken into account. The educational virtual reality game was developed in the light of the flow theory. The research was carried out in a school in Samsun with 4th grade pupils. The game was evaluated by the pupils in terms of overall evaluation, challenge-skills balance, concentration on the task, clear goals, sense of control, action-awareness merging, loss of self-consciousness, transformation of time, unambiguous feedback and autotelic experience. As a result, the educa-tional virtual reality game KeÅŸfet Kurtul is a digital learning environment that pu-pils enjoyed a lot. It has been determined that all tasks except the "radio" task, and in general the game itself, provide flow experience. It is proposed to redesign just one task of the game in terms of challenge-skills balance and clear goals. It's sug-gested that in experimental studies, different variables can be examined.

Author Biographies

Emrah Akman, Amasya University

Emrah Akman, is a PhD student in Primary School Education at Amasya University, Turkey. His interests are virtual reality and developing educational games.

Recep Çakır, Amasya University

Recep Çakır, is an Assoc. Dr. in Computer Education and Instructional Technology Department at Amasya University, Turkey.




How to Cite

Akman, E., & Çakır, R. (2019). Pupils’ Opinions on an Educational Virtual Reality Game in Terms of Flow Experience. International Journal of Emerging Technologies in Learning (iJET), 14(15), pp. 121–137. https://doi.org/10.3991/ijet.v14i15.10576