Abstract:

This study examines how Mixed Reality (MR) influences the affective domain of university students training to become preservice teachers, specifically in the learning and teaching of geometry. The research builds on theoretical frameworks relating to educational innovation, the emotional dimension of mathematics learning, and the potential of immersive technologies to enhance engagement, spatial reasoning and motivation. Prior literature shows that emotions—such as anxiety, curiosity or frustration—strongly shape future teachers’ perceptions of mathematics, and that resources such as Virtual Reality (VR) and Mixed Reality can foster positive attitudes and improve conceptual understanding when implemented with clear pedagogical purposes.

The study’s main objective was to analyse students’ emotions, attitudes and predisposition towards using MR as an innovative tool for geometry education. Two practical sessions were designed within a university course on geometry teaching. Activities centred on constructing polyhedra using the immersive software NeoTrie VR combined with traditional geometric instruments to promote collaboration and spatial reasoning.

The sample consisted of 104 third-year Primary Education teacher-training students. Data were collected through a structured questionnaire (based on Gómez-Chacón, 2003 and Auzmendi, 1992), classroom observation and the analysis of students’ comments during the sessions. The questionnaire evaluated familiarity with VR, emotions experienced, perceived usefulness of MR for learning geometry, and willingness to integrate the technology into future teaching.

Results show that students initially had low familiarity with VR and required technical support. Despite this, they experienced a wide range of emotions, with curiosity, interest and surprise being the most frequent. Negative emotions such as frustration or nervousness also appeared, mainly linked to technical issues or the novelty of the tool. Overall, attitudes towards learning geometry through immersive technology were highly positive. Students valued the usefulness of MR to visualise and manipulate 3D structures, reported increased motivation, and expressed a strong willingness to incorporate such tools into their future teaching practice when resources allow.

In conclusion, MR can significantly enhance both the cognitive and affective dimensions of geometry learning in teacher-training contexts. Immersive environments support deeper conceptual understanding, stimulate engagement and help transform students’ emotional relationship with mathematics. However, limitations include technical difficulties, reduced familiarity with the devices, high equipment cost, and the short duration of the intervention. Future research should extend the experience to other educational stages, include qualitative methods such as interviews, and explore the long-term impact of MR on mathematical affectivity and teaching identity.

Keywords:

Geometry, Mixed Reality, Emotions, Attitudes, Preservice Teachers.