The Effectiveness of a training Program based on Virtual Reality Environments using CoSpaces Edu to Develop Computational thinking Skills and Enhance Engagement among Female master's Students

Abstract

This study aims to examine the effectiveness of using virtual reality environments, specifically through the CoSpaces Edu platform, in developing computational thinking skills and enhancing engagement among female postgraduate students specializing in educational technology. The significance of the research stems from the growing need to innovate programming instruction, especially for learners who lack a formal background in computer science. The study adopted a quasi-experimental approach involving a sample of 20 students who participated in a hands-on workshop where they created interactive virtual reality environments. Data were collected using a product evaluation rubric that measured performance across three levels and was analyzed using appropriate statistical methods. The findings revealed that students demonstrated a high level of proficiency in basic programming skills, with maximum scores recorded in tasks like "creating a workspace and selecting the environment" and "adding and manipulating objects" (mean = 3.00). In contrast, more advanced skills such as "programming object interactions" and "applying loops" received lower mean scores of 2.55 and 2.10, respectively. Engagement levels were also notably high, with Likert-scale means ranging from 4.00 to 4.70 across various indicators, and the engagement scale demonstrated strong internal consistency (Cronbach’s alpha = 0.932), reflecting a positive and active learning experience. The study recommends expanding the sample size and extending the duration of the intervention to allow for deeper learning and broader exploration of virtual reality’s impact within the field of educational technology.