1 Introduction
2 Literature Review
2.1 Factors Affecting Student Performance in Programming in Nigeria
2.2 Existing VR-based Tools to Learn Programming
Tools/software | Teaching method | Benefits |
---|---|---|
Cospace (2020) | Cospace is a VR tool designed for students of programming. It enables the creation of 3D worlds and info graphics. It also allows students to collaborate and view their work, and that of others, in real time | This tool has been used in real life projects by kids to learn programming. The most obvious real-world example of its application is in the development of online games for kids to learn programming |
Williams et al. (2017) | 3D virtual programming tool for beginners and intermediate learners of programming. It was aimed at increasing the number of women interested in programming by providing 3D representations of programming concepts | This tool has been successful in designing games for women in programming learning environments which helped to increase recruitment and retention of women in the software industry |
Witherspoon et al. (2017) | Robotic programming curriculum developed by Mellon University. It is a computational thinking tool using game-based strategy, accessible to those who have little/ no experience in programming | Many projects resulted from this tool. Example include Spike Prime, RoboCamp, LEGO EV3 etc. These projects have changed the way programming is learnt and practiced especially for those without experience |
Segura et al. (2019) | Developed VS-ROCK tool. It works by proposing to the user some simple puzzles in a 3D environment. Using this approach, fundamental programming commands such as iterations and conditional selections are supported and simplified for increasingly difficult challenges | This concept led to the development of games such as Meta/ Oculus Quest2 VR |
VR method for sorting and ordering algorithms. The algorithm approach helps students to visualize and connect abstract concepts and procedures to build concrete ideas, experiences and examples which promote robust learning of programming | In real life, projects such as ordering algorithms. The bubble sort algorithms took root from this approach |
2.3 Usability Evaluation of Educational Technology Tools
3 Imikode, the VR Game to Facilitate Learning Object-Oriented Programming
3.1 Operations of Imikode VR Game and the Teaching Method
3.2 Improved Version of the Imikode VR Game
Objectives of the Imikode VR game | Expected outcome |
---|---|
To increase students confidence in writing object oriented programming codes | Students should be able to fully understand how OOP codes really work behind the scene |
To introduce students to OOP through the Imikode virtual reality software | Students should be able to instantiate objects and write some functions including method overloading and overriding |
To develop and expand students problem solving skills | The ability to initiate a function that can solve real world problems |
To be able to analyze and debug codes appropriately | The ability to predict the outcome of a code |
4 Research Design and Context
4.1 Instrumentation and Material
Label | Variables | ||
---|---|---|---|
Value | Representation | Independent | Dependent |
1 | Strongly disagree | Usefulness | Satisfaction |
2 | Disagree | ||
3 | Somewhat disagree | Ease of use | |
4 | Neutral | ||
5 | Somewhat agree | Ease of learning | |
6 | Agree | ||
7 | Strongly agree |
4.1.1 Construct Definition and Research Model
4.2 Reliability and Validity of the Instrument
Kaiser–Meyer–Olkin measure of sampling adequacy | .826 | |
Bartlett's test of sphericity | Approx. Chi-Square | 1833.685 |
df | 435 | |
Sig | .000 |
Usefulness | EOU(ease of use) | EOL (ease of learning) | Satisfaction | |
---|---|---|---|---|
Q1 | 0.761 | |||
Q2 | 0.837 | |||
Q3 | 0.841 | |||
Q10 | 0.788 | |||
Q11 | 0.838 | |||
Q18 | 0.813 | |||
Q20 | 0.743 | |||
Q21 | 0.894 | |||
Q22 | 0.902 | |||
Q24 | 0.787 | |||
Q25 | 0.865 | |||
Q27 | 0.814 | |||
Q29 | 0.849 | |||
Q30 | 0.715 |
Cronbach's f | Alpha | N of items | rho_A | Composite reliability | Average variance extracted (AVE) | |
---|---|---|---|---|---|---|
Usefulness | 0.745 | 0.114 | 8 | 0.752 | 0.854 | 0.662 |
Ease of learning | 0.806 | 0.723 | 4 | 0.834 | 0.886 | 0.722 |
Ease of use | 0.744 | 0.039 | 11 | 0.744 | 0.854 | 0.661 |
Satisfaction | 0.866 | 7 | 0.878 | 0.903 | 0.653 |
4.3 Participants
4.4 Procedure
4.5 Data Analysis
5 Results
5.1 How do the Students Find the Imikode Educational Virtual Reality Game Usable for Learning?
Variables | Mean score | 0–100 score |
---|---|---|
Usefulness | 6.03 | 86.93 |
Ease of use | 5.97 | 85.43 |
Ease of learning | 6.47 | 95.15 |
Satisfaction | 6.57 | 96.23 |
Average score | 6.26 | 90.94 |
Variables | Mean | Standard deviation | Skewness | Kurtosis |
---|---|---|---|---|
Usefulness | 6.03 | 1.45 | − 1.91 | 3.74 |
Ease of Use | 5.97 | 1.46 | − 2.03 | 4.83 |
Ease of Learning | 6.47 | 1.05 | − 3.24 | 13.06 |
Satisfaction | 6.57 | 0.92 | − 3.16 | 12.12 |
5.1.1 Student’s Open-Ended Feedback
Variables | Student response |
---|---|
Usefulness | “OOP concepts were practically demonstrated in the simulated world as I saw the created object and it even moved after invoking the method walk; hence broadening my horizon with regards to OOP. This will seriously have a positive impact in working in the ICT industry after my studies.” |
Ease of use | “Imikode VR game is straightforward to use. This ranges from installing the application, navigation in the virtual world, creation of objects, classes construction, method overloading, overriding and invocation respectively.” |
Ease of Learning | “My programming experience has been greatly enhanced as a result of the ease involved in playing the VR game. I believe there will be a great improvement in my introductory programming course.” |
Satisfaction | “I will strongly recommend this application to programming lovers as a result of the satisfaction I have derived from the VR game.” |
Recommendation | “Movement within the simulated environment should be minimized for faster creation of objects.” |
Drawbacks | “You have to be very careful as you might hit an obstacle in the real world while using it” |
“It can also cause dizziness due to constant rotation” | |
“Too much movement within the simulated environment” | |
“Not suitable for people with eye defects” |
5.2 How Does Ease of Use, Ease of Learning and Usefulness Attributes Contribute to User Satisfaction with Imikode?
5.2.1 Requirements for Multiple Linear Regression to Understand Attributes of the Usability of the Imikode Educational Virtual Reality Game Through the USE Questionnaire
5.2.2 Test for Multivariate Normality of the USE Questionnaire
5.2.3 Test for Multicollinearity of the USE Questionnaire
Variables | Collinearity statistics | |
---|---|---|
Tolerance (T) | VIF | |
Usefulness | 0.521 | 1.918 |
Ease of use | 0.402 | 2.489 |
Ease of learning | 0.403 | 2.481 |
Model | R | R2 | Adjusted R2 | Std error of the estimate |
---|---|---|---|---|
0.837 | 0.701 | 0.692 | 2.59748 |
5.2.4 Test for Heteroscedasticity of the USE Questionnaire
5.3 Multiple Linear Regression to Determine the Relationship Among the Attributes of the USE Questionnaire
5.4 F-test Investigation to Determine the Influence of the Attributes of the USE Questionnaire
Source of variation | Sum of squares | df | Mean square | F | p |
---|---|---|---|---|---|
Regression | 1568.816 | 3 | 522.939 | 77.508 | 0.000 |
Residual | 667.941 | 99 | 6.747 | ||
Total | 2236.757 | 102 |
5.5 Partial t-test to Understand Whether there is a Partial Influence on the Attributes of the USE Questionnaire
Variables | Unstandardized coefficient | Standardized coefficient beta | t | p | |
---|---|---|---|---|---|
\(\beta\) | Std. Error | ||||
Constant | 13.300 | 2.165 | – | 6.142 | 0.000 |
Usefulness | 0.140 | 0.052 | 0.207 | 2.720 | 0.008 |
Ease of use | 0.048 | 0.043 | 0.095 | 1.100 | 0.274 |
Ease of learning | 0.880 | 0.124 | 0.612 | 7.072 | 0.000 |