This study explores the effectiveness of head-mounted display-type virtual reality (HMD-type VR) in enhancing mathematical modeling activities, particularly the interpretation and validation phases of the modeling cycle. While the use of technology in mathematics education is increasing, research on the educational impact of HMD-type VR is still limited. In this study, ten Japanese university students were divided into two groups: Group A and Group B. Group A used HMD-type VR (Meta Quest 2) and Google Earth VR, while Group B did not. The students were tasked with estimating the volume of three famous structures (the Golden Temple in Japan, the Pyramid of Giza in Egypt, and the Arc de Triomphe in Paris). The results showed that in the Arc de Triomphe task, there was a significant difference in the students’ model modification activity with the use of the HMD-type VR. The results also suggested that, when learners were distant from the mathematical modeling problem context, HMD-type VR facilitated the modification of their model. It was clear that HMD-type VR helped students reevaluate their estimations by providing an immersive perspective.

Keywords: Mathematical Modeling, Head-Mounted Display Virtual Reality, Modeling Cycle.