Examining the relationships between students’ perceptions of technology, pedagogy, and cognition: the case of immersive virtual reality mini games to foster computational thinking in higher education

Abstract

Researchers are increasingly exploring educational games in immersive virtual reality (IVR) environments to facilitate students’ learning experiences. Mainly, the effect of IVR on learning outcomes has been the focus. However, far too little attention has been paid to the influence of game elements and IVR features on learners’ perceived cognition. This study examined the relationship between game elements (challenge, goal clarity, and feedback) as pedagogical approach, features of IVR technology (immersion and interaction), and learners’ perceived cognition (reflective thinking and comprehension). An experiment was conducted with 49 undergraduate students who played an IVR game-based application (iThinkSmart) containing mini games developed to facilitate learners’ computational thinking competency. The study employed partial least squares structural equation modelling to investigate the effect of educational game elements and learning contents on learner’s cognition. Findings show that goal clarity is the main predictor of learners’ reflective thinking and comprehension in an educational game-based IVR application. It was also confirmed that immersion and interaction experience impact learner’s comprehension. Notably, adequate learning content in terms of the organisation and relevance of the content contained in an IVR game-based application significantly moderate learners’ reflective thinking and comprehension. The findings of this study have implications for educators and developers of IVR game-based intervention to facilitate learning in the higher education context. In particular, the implication of this study touches on the aspect of learners’ cognitive factors that aim to produce 21st-century problem-solving skills through critical thinking.

Examining STEM Students' Computational Thinking Skills through Interactive Practicum Utilizing Technology

“…Another recent investigation by Rakhmawati et al (2022) similarly indicated that employing virtual labsbased worksheets focusing on electrostatic forces, fields, and equipotential lines can effectively enhance students' computational thinking. The benefits are evident as the artificial environment of virtual labs provides an enriched learning experience that effectively cultivates students' computational thinking skills (Agbo et al, 2023). With the advancement of current technology, there is a growing suggestion to replace traditional practicum involving physical labs with digital labs that utilize virtual technology.…”

Adoption of Virtual Reality Technology in Learning Elementary of Music Theory to Enhance the Learning Outcomes of Students with Disabilities

“…According to (Agbo et al, 2023), the learning goals were well predicted by learners when educational game-based learning is applied. The research employed the use of virtual games to assess the development of the proposed application components, and for this purpose, a quiz was designed to measure the student's achievement in the subjects they studied, as shown above in (Figure 5).…”

Creation of MOPOKAR (Card Monopoly) to Enhance Learning Skills in Comparing the Social Conditions of Indonesia and Neighboring Countries in Grade 6

“…In the end, it will produce graduates who care about changes in science and technology to face global competition with society. This creates graduates who are more sensitive to the dynamics of science and technology, preparing them to face the challenges of global competition (Agbo et al, 2023). These adjustments also aim to encourage graduate engagement in society with a better understanding of global developments (Galvis & Carvajal, 2022).…”