Programming is a highly sought-after technical skill in the job market, but there are limited avenues available for training competent and proficient programmers. This research focuses on evaluating an immersive virtual reality (VR) application that has been introduced in the field of Python learning, which uses the interaction technique and a user interface, allowing the novice to engage in VR learning. 30 participants were recruited for the evaluation purpose and they are divided into two groups--15 for Experiment I, and 15 for Experiment II. A questionnaire to evaluate the user interface was done in Experiment I, and a questionnaire to evaluate the novice's acceptance of the VR application was given to the participants in Experiment II. Furthermore, interviews were conducted to collect detailed feedback from all the participants. From the results, it can be noted that the implemented interaction designs in this VR application are adequate. However, more interaction techniques can be integrated to increase the degree of immersive experience of the user in the application. Besides, the interface of the application is considered adequate and reasonable. Nevertheless, there is room for improvement in the aspect of usability and provide a higher level user experience. The novices' acceptance level of the new proposed learning method is low; this might be due to the users' fear of change--a normal human behaviour in embracing new things in life. Therefore, a larger sample size is proposed to further investigate the novice's acceptance of the new learning method by using an improved version of the VR application.
The main goal of this study is to develop a mobile Virtual Reality (VR) application to conduct basic Python coding skills for university students who are struggling to learn to code. This study employs a quasi-experimental method to examine the difference in the efficiency of VR and traditional learning methods by evaluating the students' performance. Thirty students between 18 to 22 years old participated. The participants were divided into two control groups, in which one group used the conventional python learning method while another implemented the VR application in python learning. Unity 3D was used as the application development tool with Mobile Application Development Lifecycle (MADLC). The developed VR application was employed using Google cardboard to create an immersive VR experience. Usability tests, hypothesis tests, Presence Questionnaires (PQ) and system usability scale (SUS) are used as evaluation tools. Findings illustrated how learning through VR has yielded better performance than the conventional learning method. In hypothesis testing, the VR learning method suggested more effective learning with t_statistic value of 4.992, a more considerable value than t_critical=2.76. 73% of the participants rated above 68 out of 100, which indicated high levels of satisfaction with the use of the mobile VR application to learn Python. In short, the VR method is perceived to be useful and convenient to help students learn at any place and time.
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