Abstract
This study aimed to assess students’ attitudes toward virtual reality following its integration into mathematics education. The research was designed using the survey model, a commonly employed quantitative research method. The sample consisted of 285 students studying in 9 different schools in Almaty and Kokshetau, during the 2022–2023 academic year. These students participated in a four-week mathematics education program that utilized virtual reality technology. After the training, research data was collected with the virtual reality attitude scale. The scale was developed by researchers. Research data were evaluated with current statistical software. As a result of the research, it was determined that students’ virtual reality attitudes were high. A significant difference was observed in the attitudes of students toward virtual reality based on gender. Male students demonstrated significantly more positive attitudes toward virtual reality. It was determined that there was no significant difference in the students’ virtual reality attitudes according to the variable of the class they were studying in, and their level of interest in the mathematics course. Based on the findings of this study, it is deemed necessary to implement in-class activities aimed at enhancing the attitudes of female students toward virtual reality. Additionally, it is recommended to incorporate virtual reality applications into teacher training programs and to organize supportive in-service training for teachers.