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

Abstract

Abstract* 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 quasi-experimental research design was implemented, involving vocational high school students who participated in a VR-based game learning intervention integrated into their regular instructional framework. To assess computational thinking competencies, pre- and post-tests were conducted, aligned with the core components of computational thinking, and supplemented by performance-based learning tasks. The findings reveal that students experienced significant improvements in their computational thinking skills following the intervention, indicating that the VR game-based learning environment effectively supported competency development. Furthermore, the results emphasize the importance of incorporating authentic vocational scenarios and game mechanics to foster active engagement and practical problem-solving. This study contributes valuable empirical evidence to the growing body of research on game-based learning, demonstrating how thoughtfully designed virtual reality learning environments can enhance the development of computational thinking competencies in vocational education contexts.