Comparing engagement of VR and non-VR games for programming learning purposes

Abstract: Due to the increasing demand for technical competence in professional jobs, computer-related subjects, including programming, have gained attention in education. However, it is reported that many beginners encounter difficulties when learning fundamental programming principles, leading to decreased engagement and motivation to continue. To address this issue and a way to make the learning process more appealing to the new generation of learners is Game-Based Learning (GBL). GBL incorporates principles from games to enhance the enjoyment and engagement of learning. Moreover, the rise of Virtual Reality can potentially push GBL to a new height. The research question is, do the users perceive a higher engagement level when learning fundamental programming concepts using a virtual reality game than a desktop game? To achieve the goal, ten experiments were conducted, and mixed data were obtained through questionnaires and observations. The quantitative data was analyzed with descriptive statistics, and the significance was verified using the Wilcoxon signed rank test. Thematic analysis was applied to the qualitative data, and seven themes were produced. The findings suggest that the VR application provided users with a higher level of enjoyment and engagement. The main factors contributing to this result are the unrivaled level of immersiveness, naturalistic interactions, and the body's freedom. Although the desktop application offered better accessibility, this advantage was outweighed by the benefits delivered by VR. This study contributes to the existing knowledge on this topic and will also be valuable to lecturers interested in integrating immersive technologies into their educational practice.