DOI: 10.12688/f1000research.183507.2 ISSN: 2046-1402

Designing Virtual Reality Game-Based Learning for Computational Thinking Competency Development: Evidence from Vocational Education

Dias Aziz Pramudita, Ratna Wardani, Mochamad Bruri Triyono, Sukirman Sukirman, Roudlotus Sholikhah, Adira Bintang Permana, Anis Khoerun Nisa, Thomas Köhler
Show PDF Cite
Computational thinking has become an essential skill in vocational education; however, many instructional approaches struggle to deliver authentic, engaging, and practice-oriented learning experiences. Virtual reality (VR) game-based learning presents a promising solution to address these challenges by blending immersive environments with problem-solving activities that support the development of competencies. This study explores the design and effectiveness of a VR game-based learning environment to enhance computational thinking skills in vocational education. A single-group pretest–posttest quasi-experimental research design was implemented, involving N = 40 vocational high school students from Software Engineering and Game Development (PPLG) classes who participated in a VR-based game learning intervention integrated into their regular instructional framework. To assess computational thinking competencies, pre- and post-tests (10 scenario-based items, score range 0–10 points) were conducted, aligned with the core components of computational thinking, and supplemented by post-intervention authentic performance tasks. The findings reveal that students experienced statistically significant improvements in their overall computational thinking performance following the intervention (t(39) = 15.30,p < .001,d_z = 2.42; Wilcoxon W = 0.0,p < .001, mean gain = 2.23 points), while also demonstrating solid proficiency across applied vocational tasks (66.5% overall attainment). Although the single-group design precludes definitive causal attribution in the absence of a non-VR comparison group, the results emphasize the educational potential of incorporating authentic vocational scenarios and game mechanics to foster practical problem-solving in vocational education.

More from our Archive