Immersive Visualization of Python Coding Using Virtual Reality

Abdulrazak Yahya Saleh, Goh Suk Chin, Mohd Kamal Othman, Fitri Suraya Mohamad, Chwen Jen Chen


The main goal of this study is to develop a mobile Virtual Reality (VR) application to conduct basic Python coding skills for university students who are struggling to learn to code. This study employs a quasi-experimental method to examine the difference in the efficiency of VR and traditional learning methods by evaluating the students' performance. Thirty students between 18 to 22 years old participated. The participants were divided into two control groups, in which one group used the conventional python learning method while another implemented the VR application in python learning. Unity 3D was used as the application development tool with Mobile Application Development Lifecycle (MADLC). The developed VR application was employed using Google cardboard to create an immersive VR experience. Usability tests, hypothesis tests, Presence Questionnaires (PQ) and system usability scale (SUS) are used as evaluation tools. Findings illustrated how learning through VR has yielded better performance than the conventional learning method. In hypothesis testing, the VR learning method suggested more effective learning with t_statistic value of 4.992, a more considerable value than t_critical=2.76. 73% of the participants rated above 68 out of 100, which indicated high levels of satisfaction with the use of the mobile VR application to learn Python. In short, the VR method is perceived to be useful and convenient to help students learn at any place and time.


Education; immersive virtual reality; programming learning; Python coding.

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