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Virtual Reality Instructional Modules (VRI) Modules for Introductory Programming

Faculty #26
Discipline: Computer Sciences & Information Management
Subcategory: STEM Research

Sharad Sharma - Bowie State University


Virtual reality instructional modules are widely recognized in academia because they engage students and motivate them to learn by hands-on experience. For this reason, we have developed virtual reality instructional (VRI) modules for the teaching loops and arrays which can provide a better understanding of the concept than with a traditional instruction approach. The Virtual Reality instructional modules add more inquiry based problem-solving activities and hands-on experiences based on gaming and virtual reality. VRI modules are designed to encourage faculty to teach and motivate students to learn the concepts of loops and arrays using interactive, graphical, game-like examples. The VRI modules act as a supplement to an existing course and enables faculty to explore teaching with a game-theme metaphor. We have evaluated the VRI modules in introductory programming courses during the semesters for computer science students. The student survey baseline results demonstrate positive student perceptions about the use of gaming instructional modules to advance student learning and understanding of the concepts. The results of the evaluation of VRI modules also demonstrate the effectiveness of the instructional module and the possibility to include them in the existing curriculum with minimum alterations to the existing established course material.

Funder Acknowledgement(s): This study was supported by National Science Foundation (NSF), HBCU-UP (TIP), Award Number: HRD-1238784. The author would like to thank the program manager, Dr. Claudia M. Rankins for the support.

Faculty Advisor: None Listed,

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This material is based upon work supported by the National Science Foundation (NSF) under Grant No. DUE-1930047. Any opinions, findings, interpretations, conclusions or recommendations expressed in this material are those of its authors and do not represent the views of the AAAS Board of Directors, the Council of AAAS, AAAS’ membership or the National Science Foundation.

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