Crafting Immersive Educational Spaces: The Influence of VR Environment Design on Computer Technology Proficiency Academic Article in Scopus uri icon

abstract

  • A Virtual Reality (VR) ambiance can simulate real-world scenarios and problems, allowing students to apply their theoretical knowledge to practical situations. The design of the VR ambiance should align with the learning objectives and provide relevant challenges and tasks that require students to use their computer technology skills to solve problems. A well-designed VR ambiance can encourage exploration and creativity in computer technology students. By providing a virtual space that allows experimentation and innovation, students can explore different approaches, test ideas, and think creatively when solving problems. This paper studies how students and professors evaluated the development of competencies during an extracurricular project for the development of a virtual interactive environment for learning a process. Designing an interactive virtual environment will require the implementation of various interactive elements, such as 3D objects, user interfaces, and animations. Students can apply their programming skills to create the necessary functionality in the virtual environment. To create an attractive and easy-to-use virtual environment, students will need to consider UX design principles. In this case, the competencies to be measured were: Solving problems generating efficient computational algorithms under models and tools of computer science and developing software applying process and quality standards of Software Engineering. To assess compliance with the development of competencies, it was decided to develop an interactive virtual environment; this is a process that involves several stages, from conceptualization to implementation and testing. The objectives of the virtual environment were established. In this case, it was decided to develop an environment that would help the user learn how to change a flat tire. A plan was created detailing how users will interact with the virtual environment. Early results show that more than 50% of the students outstandingly developed problem-solving competence, additionally, if we add the students who obtained a solid evaluation, the percentage of students who developed the competence in a more than acceptable way would go up to 93%. These results, also show that more than 70% of the students outstandingly developed software development competence. In addition, if we add the students who obtained a solid evaluation, the percentage of students who developed competence in a more than acceptable way would rise to 92%. © 2024 IEEE.

publication date

  • January 1, 2024