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

Smart Learning Environments

Research

Solomon Sunday Oyelere¹  Sunday Adewale Olaleye²  Friday Joseph Agbo³  Matt Bower⁴ 

[1] Department of Computer Science, Electrical and Space Engineering, Luleå University of Technology, 93187, Skellefteå, Sweden;School of Business, Jamk University of Applied Sciences, Rajakatu 35, 40100, Jyvaskyla, Finland;School of Computing, University of Eastern Finland, P.O. Box 111, FIN-80101, Joensuu, Finland;Computing and Data Science, Willamette University, Salem, OR, USA;School of Education, Macquarie University, Sydney, NSW, Australia;

关键词: Computational thinking;    Immersive virtual reality;    Mini games;    Cognition;    Reflective thinking;    Technology-mediated learning;    Higher education;   

DOI  :  10.1186/s40561-023-00233-1

 received in 2022-04-26, accepted in 2023-01-24,  发布年份 2023

来源: Springer

【 摘 要 】

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.

【 授权许可】

CC BY   
© The Author(s) 2023

【 图 表 】

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