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The recent development of virtual reality (VR) technology carries powerful potential that can be utilised to facilitate the learning of 3D geometry. Therefore, a new approach for teaching and learning of 3D geometry that utilises a virtual reality learning environment (VRLE) is proposed in this research study. This research study aimed to: (a) design and evaluate a VRLE to facilitate the learning of 3D geometry concepts and processes by upper primary school students, and (b) generate theoretical and design principles that will have application both within and beyond the immediate research study. The research methodology employed was design experiments or design-based research. Informed by this methodology, the research design consisted of iterative cycles of developing/revising a conceptual framework, designing/prototyping a VRLE, enacting/evaluating the VRLE, and reflecting/redesigning the research. An initial conceptual framework was generated through extensive literature review to inform the design and evaluation of a VRLE. Based on the conceptual framework, a prototype VRLE named VRMath was then designed and implemented. The enactment and evaluation of VRMath consisted of two iterations. Iteration 1 (six hours/sessions with two students of Year 5 and 6) was conducted using the prototype VRMath (Yeh & Nason, 2004). Based on the findings from Iteration 1, nine learning activities were developed and research protocols (e.g., observation and interview) were revised for Iteration 2. Iteration 2 involved six primary school students (Year 4-5) for eight weeks (two hours/sessions per week). Findings from Iteration 2 confirmed and identified some usability issues of VRMath system and many new ways of thinking and doing 3D geometry when students interacted with VRMath. These have implications on the design of VRMath and the teaching and learning of 3D geometry within the VRMath environment. Justifications about the conceptual framework and students' learning within VRMath were made after the two iterations of enactment and evaluation. The learning activities and VRMath were also revised and redesigned for the preparation of future iterations. After a full cycle of the design-experiments, this research study concluded with a proto-theory (semiotic framework) for the design of and learning within VRLEs, and visions for using VRLEs in mathematic and technology education.

This quantitative research aims to explore how fostering a sense of presence in a virtual reality learning environment (VRLE) affects students' motivation to learn a topic, specifically by examining the mediating roles of engagement and motivation for exploration within the VLRE in influencing the motivation to learn a given topic. To evaluate these relationships, users' sense of presence was experimentally manipulated using two VRLE versions: one for high-presence and one for low-presence. The research uses the Igroup Presence Questionnaire (IPQ) to measure VR presence, and an original motivational learning questionnaire designed by the researcher to assess student engagement, motivation to explore the VR environment, and motivation to learn the VRLE topic. Data was analyzed using SPSS, including correlations, t-tests, and multiple regression. The findings from this study suggest that there are positive correlations between the sense of presence, engagement, motivation to explore, and motivation to learn. While there was not significant evidence to support engagement as a mediator, there was significant evidence to support motivation to explore as a mediator in the relationship between the sense of presence and motivation to learn the VRLE topic. User comments suggested VRLE improvements and expressed enjoyment from the VRLE. Recommendations for future research are included and practical implications for incorporating VRLEs to motivate students are noted.