UPSI Digital Repository (UDRep)
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UPSI Digital Repository (UDRep)
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| Abstract : Perpustakaan Tuanku Bainun |
| Digital games and virtual reality (VR) technologies are promising interactive learning tools for fostering computational thinking (CT) skills. However, robust and systematic frameworks for designing and implementing game-based learning experiences within VR environments are lacking, particularly for the development of CT skills. The research objectives are to: 1) develop an immersive virtual reality game-based learning (IVR GBL) framework to foster CT skills, 2) integrate the framework into a VR game, and 3) validate its usability and effectiveness in the context of the CT skills development. The framework was applied in the development of a VR game entitled _CT Saber_, designed to facilitate CT learning. The study employed a Design and development research (DDR) methodology, encompassing systematic literature analysis, expert reviews, and a quasi-experimental design. Nine experts in educational technology (digital games and VR) and CT validated the framework. The study involved 107 undergraduate students in a Computer Science Education program, representing a population of approximately 300 students in a higher learning institution in Indonesia. The usability testing using the USE questionnaire involved 36 participants, while 71 participated in the quasi-experimental design (treatment = 37; control = 34). Analytical methods included non-parametric statistical testing (Wilcoxon signed-rank) to examine effectiveness, and PLS-SEM to assess the relationships between VR game features (interactivity, playability, presence, immersion, enjoyment) and CT skills (decomposition, pattern recognition, abstraction, algorithm design). Findings revealed a high usability score (74.25 out of 100) and a statistically significant improvement in CT skills following the intervention (Z = -4.496, p < 0.05). Through PLS-SEM analysis, enjoyment was identified as a significant mediator in developing CT skills, particularly decomposition, pattern recognition, and algorithm design. These findings support the theoretical validity and practical effectiveness of the IVR GBL framework and offer empirical design guidelines in advancing the CT skills development through immersive VR learning environments._ |
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