Logibot: Investigating Engagement and Development of Computational Thinking Through Virtual Reality
DOI:
https://doi.org/10.56198/Keywords:
virtual reality, engagement, education, visual programmingAbstract
In this study we assess the effects of teaching fundamental programming concepts through a virtual reality (VR) block-based programming application and its impact on engagement. As a comparison study, participants played an existing desktop-based game (LightBot) and the developed VR game (LogiBot) covering similar gameplay mechanics and block-based programming. Initial results indicate that traditional desktop applications are currently more engaging than VR for teaching programming. We thus identify the need for careful design of interaction methods to support ease of use and reward factors to promote engagement in VR-based learning applications beyond the initial wow-factor.
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