Enhancing geometry through ilp

I’m In an era where educational innovation is no longer optional but essential, this portfolio section presents a cohesive, research-based strategy to enhance student learning in 7th grade geometry through the intentional integration of Virtual Reality (VR) Immersive Learning Pods. Each artifact in this section serves as a critical building block in a larger framework that reimagines how abstract math concepts can be transformed into interactive, meaningful learning experiences. Together, these components—an Action-Based Research Outline, a comprehensive Literature Review, and a robust Action Research Plan—demonstrate how emerging technology can address long-standing gaps in engagement, comprehension, and equity in mathematics education.

Action-Based Research Outline
This Action-Based Research Outline lays the groundwork for the innovation being explored. It begins by identifying the key instructional challenge: a persistent lack of student engagement and conceptual understanding in 7th grade geometry. Traditional methods often fall short in helping students visualize and internalize spatial relationships, particularly for topics such as surface area, volume, transformations, and coordinate plane reasoning.
To address this challenge, the outline introduces the integration of VR Immersive Learning Pods as a solution grounded in student-centered learning. These pods are designed to provide rich, multisensory learning experiences where students can interact with 3D geometric figures, virtually manipulate shapes, and immerse themselves in abstract mathematical spaces. The outline explains how this approach aligns with TEKS standards and supports blended learning environments. It also articulates a theory of action that links immersive technology to improved motivation, comprehension, and overall academic performance. This outline serves as the conceptual launchpad for the research, identifying measurable goals and setting the stage for implementation.

Literature Review
The Literature Review provides a detailed synthesis of current research surrounding immersive technology, student engagement, and differentiated instruction in mathematics education. This section explores peer-reviewed studies and landmark theories that frame the rationale for using VR in middle school classrooms. Themes emerging from the literature include increased student motivation, enhanced visualization of complex concepts, and support for diverse learning styles through experiential design.
Researchers such as Makransky et al. (2019), Slater & Wilbur (1997), and Huang & Liaw (2018) provide empirical support for VR's effectiveness in improving comprehension and emotional engagement. The review also highlights challenges including cost, teacher training, and limited longitudinal data on VR's impact in specific subject areas. Most notably, the literature exposes a gap in content-specific research—particularly in math instruction—and calls for focused studies on how immersive tools influence measurable academic outcomes. This review builds the theoretical foundation upon which the action research is based and strengthens the legitimacy of integrating VR into a standards-aligned curriculum.

Action Research Plan
The Action Research Plan transitions the theoretical vision into practical implementation. It outlines how immersive VR learning pods will be used in a real 7th grade geometry classroom to test their impact on engagement and academic performance. Spanning May 2025 to January 2026, the plan is structured into five phases: preparation, instruction, data collection, analysis, and reflection.

Using a mixed-methods approach, the plan integrates both qualitative and quantitative data sources. These include pre- and post-assessments aligned to TEKS geometry standards, student engagement surveys, classroom observations, and focus group interviews. Instructional units will cover core geometry concepts—such as transformations, surface area, volume, and coordinate planes—with VR embedded as a tool for experiential understanding. Students will also maintain digital portfolios and reflective journals to capture their learning journeys.

By clearly defining research questions, metrics, and instructional strategies, this plan serves as a blueprint for inquiry-driven, student-centered learning. It represents the bridge between theory and practice, offering educators and stakeholders a replicable model for introducing immersive tools into academic instruction.

Bringing It All Together

This cohesive collection of work illustrates the journey from identifying a classroom problem to designing, researching, and testing an innovative solution. Each section builds upon the last:

• The Action-Based Research Outline identifies the instructional need and proposes a strategic innovation.
• The Literature Review validates this innovation with research, revealing both its promise and current limitations.
• The Action Research Plan brings the vision to life through classroom-based inquiry and measurable outcomes, guided by a structured timeline that aligns with the four key stages of action research: Planning, Acting, Developing, and Reflecting.
• To delve deeper into the study's framework and findings, read the complete APA-formatted Action Research Plan

Together, these components reflect a commitment to research-informed practice and a belief in the power of immersive technology to reimagine learning—one VR headset, one student, and one transformation at a time.

Conclusion
In conclusion, this portfolio section embodies a purposeful and actionable shift in instructional practice. It doesn’t simply explore a new technology—it proposes a tested, research-supported solution to a specific academic challenge. The work showcased here highlights how thoughtful integration of immersive tools can transform learning experiences for middle school students, especially in content areas like geometry where traditional methods often fall short. Through an aligned research outline, evidence-backed literature, and a classroom-ready implementation plan, this initiative charts a course for future-ready, student-centered instruction that brings mathematics to life.
Moreover, it emphasizes the importance of bridging theory and practice by applying research findings directly into classroom implementation. This kind of translational work is essential for fostering innovation that is both scalable and sustainable. As education continues to evolve in response to technological advances and shifting student needs, initiatives like this one set a precedent for how educators can thoughtfully design learning experiences that are engaging, equitable, and academically rigorous. Ultimately, this portfolio represents a commitment to reimagining what math education can look like—and to empowering students to interact with knowledge in ways that are immersive, meaningful, and transformative.

References

Huang, H. M., & Liaw, S. S. (2018). An analysis of learners’ intentions toward virtual reality learning based on constructivist and technology acceptance approaches. International Review of Research in Open and Distributed Learning, 19(1).

Makransky, G., Terkildsen, T. S., & Mayer, R. E. (2019). Adding immersive virtual reality to a science lab simulation causes more presence but less learning. Learning and Instruction, 60, 225–236.

Slater, M., & Wilbur, S. (1997). A framework for immersive virtual environments (FIVE): Speculations on the role of presence in virtual environments. Presence: Teleoperators and Virtual Environments, 6(6), 603–616.