**7. Conclusions and future works**

When we first approached our research we had to understand which mathematical objects and which tools to use to enhance the teaching of mathematics, starting from the assumption that the use of AR and VR techniques greatly increases the level of understanding of mathematics.

Our goal has ever been just from the beginning to give students an environment of objects to study and focus on, by selecting among them those of greatest interest and didactic utility for themselves and the entire class. Moreover, we have led our research towards the field of immersive learning, in particular those applications that allow the user to be immersed in virtual worlds in order to increase brain stimulation during the learning phase.

At the same time it has been essential to understand the degree of absorption and emphatic response of students to the system: sensations, disturbances, emotions. At the current state of work, the system can only display objects that are statically compiled: we are working to make the system more dynamic and responsive, which allows the math teacher to draw graphs, two-dimensional or three-dimensional, without the need to print each time a new Vumark, on precompiled functions.

The goal is to get a dynamic platform that lets us understand how the choice of a function and a complete immersive experience in the mathematical object itself (including its specific characteristics and properties) impacts students' learning.

## **Acknowledgements**

Our most heartfelt thanks go to the teachers of the Institute of Higher Education (ITAS) Giordano Bruno of Perugia, Italy for the efficient and exquisite collaboration provided.

A particular thanks goes to the students who have been involved in a very constructive experience and have responded diligently to the questionnaire.

*Learning Mathematics in an Immersive Way DOI: http://dx.doi.org/10.5772/intechopen.96533*
