Imikode

Nygren, Eeva; Oyelere, Solomon Sunday; Suhonen, Jarkko; Cavalli-Sforza, Violetta

doi:10.1145/3364510.3366149

Cited by 14 publications

(3 citation statements)

References 7 publications

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“…Después de realizar dicho proceso se obtuvieron los siguientes estudios que proporcionan respuestas a las preguntas de investigación ver Tabla 3. Bolivar et al, 2019;Bouali et al, 2019;Horst et al, 2019;Ortega et al, 2017;Parmar et al, 2016;Pellas y Vosinakis, 2018a;Rodger et al, 2014;Segura et al, 2020) (Pirker et al, 2020) 0 Estudios duplicados (Pellas et al, 2017) 0 Estudios duplicados (Radianti et al, 2020) 0…”

Section: Snowballingunclassified

Revisión sistemática de los entornos digitales inmersivos tridimensionales en la enseñanza de la programación

Solórzano

Rueda²

2023

Red

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Currently, three-dimensional immersive digital environments (TIDE) have been applied to the educational field, being Augmented Reality, Virtual Reality and Virtual Worlds the most representative technologies. Currently in the literature there are systematic reviews that address each technology separately, making evident the need for a study covering all technologies and more specifically applied to the teaching and learning of computer programming. In the present study, 64 research studies related to the teaching of computer programming at different educational levels were analyzed. Among the main results, 57 studies developed their own tool or application, which shows the little or no practical usefulness of the developments since they are only used for experiments. In addition, most of the works present the benefits of their tools and only 12 studies mention a problem when using the TIDE in the teaching of programming. Finally, the use of TIDE is highlighted mainly for teaching the topic of control structures in programming. This topic is essential since it allows students to modify the execution flow of program instructions. En la actualidad los entornos digitales inmersivos tridimensionales (EDIT) se han aplicado al ámbito educativo, siendo la Realidad Aumentada, Realidad Virtual y los Mundos Virtuales las tecnologías más representativas. Actualmente en la literatura existen revisiones sistemáticas que abordan cada tecnología por separado, haciendo evidente la necesidad de un estudio que abarque todas las tecnologías y más puntualmente que se aplique a la enseñanza aprendizaje de la programación de computadoras. En el presente estudio se analizaron 64 investigaciones que están relacionadas a la enseñanza de algún tema sobre la programación de computadoras en diversos niveles educativos. Entre los principales resultados se destaca que 57 estudios desarrollaron su propia herramienta o aplicación, lo cual pone de manifiesto la poca o nula utilidad práctica de los desarrollos puesto que solamente se utilizan para sus experimentos. Además, la mayoría de los trabajos presentan las bondades de sus herramientas y solamente 12 estudios mencionan algún problema al utilizar los EDIT en la enseñanza de la programación. Finalmente, se destaca el uso de los EDIT principalmente para la enseñanza del tema de estructuras de control en programación. Este tema es primordial ya que permite a los estudiantes modificar el flujo de ejecución de las instrucciones de un programa.

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Section: Snowballingunclassified

Revisión sistemática de los entornos digitales inmersivos tridimensionales en la enseñanza de la programación

Solórzano

Rueda²

2023

Red

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“…Compared to the pre-questionnaires, post-questionnaires revealed that the participants showed higher confidence when it comes to visualizing OOP concepts. Bouali et al [88] developed a VR game called "Imikode" to help students familiarise themselves with OOP concepts. The system allows students to create virtual worlds with code.…”

Section: F Virtual Reality For Computer Programming Educationmentioning

confidence: 99%

Gender Diversity in Computing and Immersive Games for Computer Programming Education: A Review

Wee¹,

Yap²

2021

IJACSA

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This paper provides a review of the current state of the gender gap in computer science and highlights how immersive games can mitigate this issue. Game-based learning (GBL) applications have been shown to successfully incite motivation in students and increase learning efficiency in both formal and non-formal educational settings. With the rise of GBL, researchers have also used virtual reality to provide pupils with a more immersive learning experience. Both GBL and virtual reality techniques are also used for computer programming education. However, there is a paucity of applications that utilize these techniques to incite interest in computer science from a female perspective. This is a cause for concern as immersive games have been proven to be capable of inciting affective motivation and fostering positive attitudes towards specific subjects. Hence, this review summarises the benefits and limitations of GBL and virtual reality; how males and females respond to certain game elements; and suggestions to aid in the development of immersive games to increase female participation in the field of computer science.

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“…Following gameplay, students in the experimental group demonstrated a significant improvement in their math achievement and enhanced learning motivation, while the control group students did not exhibit any improvement in math achievement. Bouali et al (2019) introduced a virtual reality (VR)-based learning game to support the teaching and learning of object-oriented programming (OOP) concepts in computational education. The game’s design allows players to visually grasp OOP concepts, including object creation, instantiation, and manipulation.…”

Section: Introductionmentioning

confidence: 99%

Design strategies for VR science and education games from an embodied cognition perspective: a literature-based meta-analysis

Lin,

Li,

Chen

et al. 2024

Front. Psychol.

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IntroductionNatural science education, as an important means to improve the scientific literacy of citizens, combines science education games with virtual reality (VR) technology and is a major developmental direction in the field of gamified learning.MethodsTo investigate the impact of VR science education games on learning efficiency from the perspective of embodied cognition, this study uses the China National Knowledge Infrastructure (CNKI) and Web of Science (WOS) databases as the main source of samples. A meta-analysis of 40 studies was conducted to examine teaching content, game interaction, and immersion mode.ResultsThe study found that (1) VR science and education games have a moderately positive impact on the overall learning effect; (2) regarding teaching content, the learning effect of skill training via VR science and education games is significant; (3) regarding interaction form, the learning effect on active interaction is significantly better than that of passive interaction; (4) regarding immersion mode, somatosensory VR games have a significant impact on the enhancement of students’ learning; (5) regarding application disciplines, VR science education games have a greater impact on science, engineering, language and other disciplines; (6) regarding academic segments, the learning effect on college students is most significant; and (7) regarding experimental intervention time, short-term intervention is most effective.DiscussionAccordingly, this article proposes strategies for VR science game design from the perspective of embodied cognition: a five-phase strategy including skill training, human-computer interaction, and environmental immersion, aiming to improve the learning effect and experience of users.

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Imikode

Cited by 14 publications

References 7 publications

Revisión sistemática de los entornos digitales inmersivos tridimensionales en la enseñanza de la programación

Revisión sistemática de los entornos digitales inmersivos tridimensionales en la enseñanza de la programación

Gender Diversity in Computing and Immersive Games for Computer Programming Education: A Review

Design strategies for VR science and education games from an embodied cognition perspective: a literature-based meta-analysis

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