Researcher Spotlight:
University of Wisconsin-Madison
Researcher: Doy Kim, PhD Candidate
Institution: University of Wisconsin–Madison
Focus: Applying embodied learning principles to geometry instruction using virtual reality
Project: iGRASP (immersive Geometric Reasoning through Action and Spatial Performance)
Background
Doy Kim began his academic journey studying math education at Seoul National University in South Korea. Originally preparing to become a school teacher, he decided to pursue graduate research instead. In 2019, he entered the University of Wisconsin’s doctoral program in Educational Psychology, with a specialization in Learning Sciences.
Throughout his graduate work, Kim grew increasingly interested in whether and how immersive technology could improve learning outcomes in mathematics, rather than simply making instruction more engaging. He was particularly inspired by the concept of embodied learning, which emphasizes the role of physical interaction and gesture in understanding abstract concepts.
Research Motivation
While many educational technology studies have focused on motivation and engagement, Kim believed more evidence was needed to understand whether and how AR/VR could help students truly learn. He also recognized that much of the early AR/VR content was limited by small libraries of experiences and imprecise hand tracking hardware, especially with early headsets like Microsoft’s HoloLens.
Despite these challenges, Kim saw enormous potential for AR/VR to transform math education by allowing students to directly manipulate and explore geometric objects in ways not possible with traditional screens.
Research Design
Kim is developing a study that can compare how different types of movement and interaction influenced students’ ability to reason about geometry. The experiment included:
- Movement Type
- Congruent movement (directly aligned with the learning goal)
- Incongruent movement
- Interaction Mode
- Active manipulation
- Observation
This 2×2 experimental design allows Kim to systematically investigate whether congruence and sensori-motor engagement improved reasoning outcomes.
Kim plans to recruit 120 students and deliver the study using Quest 3 headsets. To streamline implementation, he used the Curio platform to preconfigure environments so students could simply put on the headset and begin. This eliminated many logistical barriers that often slow research in emerging technology.
Embodied Learning Principles
At the heart of Kim’s work is the conviction that the body can serve as a bridge to understanding complex ideas. According to embodied learning theory, grounding abstract mathematics in bodily experience—like stretching a shape to see how volume changes—makes concepts more concrete and easier to understand.
Kim’s goal is to test this hypothesis rigorously and help establish clear design principles for educators and developers of educational VR content. He described this as moving the field away from the “Wild West” of technology enthusiasm toward evidence-based practices that truly improve learning.
Outcomes and Impact
While Kim’s study is scheduled to begin in fall 2025 and potentially extend into the spring semester, the project already provided an important proof of concept:
- VR research is feasible: Kim demonstrated that a small team could develop custom VR experiments affordably, using free software platforms like Curio and relatively low-cost hardware.
- The design matters: His focus on comparing interaction types reflected a shift in research from simply asking if VR works to understanding why it works and how it should be built.
- Embodied learning has promise: Early pilot sessions confirmed that students found the manipulative approach intuitive and engaging.
Key Takeaways
- Affordability: By leveraging free software, refurbished headsets, and modest participant stipends, Kim kept costs low and demonstrated that doctoral research in VR does not require massive budgets.
- Transferability: His research design and methods can be adopted by other researchers and institutions interested in studying the impact of VR on STEM learning.
- Vision: Kim’s forthcoming research contributes to a growing body of evidence aimed at creating guiding principles for effective virtual learning environments.
“I was always excited by VR’s potential, but it took time to develop an approach that really focused on learning outcomes, not just engagement. Being able to test these ideas in a structured way using Curio is what makes this work so meaningful.”
Doy Kim, Ph.D. Candidate at University of Wisconsin-Madison