Skip to main content

Advertisement

SpringerLink
Log in

The effect of design education using virtual reality-based coding on student competence and educational satisfaction

  • Published:
Education and Information Technologies Aims and scope Submit manuscript

Abstract

Virtual reality (VR) technology is playing a crucial role in the changing paradigm of education. In many cases, however, VR technology is not being taught because of the lack of relevant educational content at middle and high school levels. This study investigates the effect of design education using VR-based coding on students’ competence and educational satisfaction in Korea. To develop a design education program using VR-based coding, examples of VR application and coding education were analyzed. Based on this analysis, we developed 2 design education programs for middle and high school students with the Korean school curriculum in mind. The program was taught to a sample of 301 students for six weeks. Following the implementation of the program, we conducted a satisfaction survey, and the correlation between the competence of middle and high school students and their educational satisfaction was statistically analyzed. The results showed that scientific competence exerts the greatest effect on students’ overall educational satisfaction, followed by common competence, core competence, and information competence. Operational satisfaction was most affected by information competence, followed by core competence, common competence, and scientific competence. Core competence and information competence had a similar effect on levels of satisfaction with the educational environment. The developed program showed the potential to cultivate student competence and demonstrated that virtual reality-based coding is meaningful to design education. By understanding the competences that can exert a positive effect on satisfaction, this study is expected to provide effective baseline data for planning future curricula.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3
Fig. 4
Fig. 5

Similar content being viewed by others

Data availability

Not applicable.

Code availability

Not applicable.

References

  • Avis, J. (2018). Socio-technical imaginary of the Fourth Industrial Revolution and its implications for vocational education and training: A literature review. Journal of Vocational Education & Training, 70(3), 337–363.

    MathSciNet  Google Scholar 

  • Balanskat, A., & Engelhardt, K. (2015). Computing our future: Computer programming and coding - Priorities, school curricula and initiatives across Europe. European Schoolnet.

    Google Scholar 

  • Bers, M. U., González-González, C., & Armas-Torres, M. B. (2019). Coding as a playground: Promoting positive learning experiences in childhood classrooms. Computers & Education, 138(1), 130–145.

    Article  Google Scholar 

  • Bers, M. U. (2018a). Coding as a literacy for the 21st century. Blog. Education Week. https://blogs.edweek.org/edweek/education_futures/2018/01/coding_as_a_literacy_for_the_21st_century.html. Accessed 28 August 2019.

  • Bers, M. U. (2018b). Coding, playgrounds and literacy in early childhood education: The development of KIBO Robotics and ScratchJr [Paper presentation]. IEEE Global Engineering Education Conference, Tufts University, Medford, MA, USA.

  • Brown, W. (2015). Introduction to algorithmic thinking. Resource document. https://www.coursehero.com/file/31890645/Introduction-to-Algorithmic-Thinkingdocx/. Accessed 17 November 2016.

  • Brown, E. (2016, January 30). Obama outlines $4 billion “Computer Science for All” education plan. The Washington Post. https://www.washingtonpost.com/local/education/obama-outlines-4-billion-computer-science-for-all-education-plan/2016/01/29/3ad40da2-c6d9-11e5-9693-933a4d31bcc8_story.html

  • Denner, J., Werner, L., & Ortiz, E. (2012). Computer games created by middle school girls: Can they be used to measure understanding of computer science concepts? Computers & Education, 58(1), 240–249.

    Article  Google Scholar 

  • García Ferrari, T. (2017). Design and the Fourth Industrial Revolution: Dangers and opportunities for a mutating discipline. The Design Journal, 20(Supplement 1), S2625–S2633.

    Article  Google Scholar 

  • Harshfield, N., & Chang, D. J. (2015). A Unity 3D framework for algorithm animation. International Conference on Computer Games (CGAMES) (pp. 50–56). IEEE.

  • Hong. N.Y. (2019). Development of creative integrated art education program using coding. Master’s thesis. Seoul Graduate School of Education, Seoul, South Korea.

  • IDAHO Virtual Reality Council. (2018). Education news. Photograph. https://idahovirtualreality.com/vr4ed_program_launches/#sidewidgetarea. Accessed 20 January 2020.

  • Insighters, Venture Square. (2019). Startup specialized media. https://www.venturesquare. Net. Accessed 28 January 2020.

  • Kanbul, S., & Uzunboylu, H. (2017). Importance of coding education and robotic applications for achieving 21st-century skills in North Cyprus. iJET: International Journal of Emerging Technologies in Learning, 12(1).

  • Kim, S. H. (2015). Scratch code analysis system development for evaluating computational thinking concept. Computer Education Society, 18(6), 13–22.

    Google Scholar 

  • Kim, S. H., Lee, Y. J., & Lee, S. W. (2016). Educational app development for teaching elementary students about saving energy. Korean Elementary Education, 27(1), 67–94.

    Article  Google Scholar 

  • Kim, K. S. (2007). Analysis of AMOS 16.0 Structural Equation Model (p. 388). Hannarae.

  • Kim, S. H. (2017). A study on elementary students' Virtual Reality content production education. Gyeongin National University of Education, Graduate School of Education, Master’s thesis.

  • Lee, E. A. (2018). The effects of coding education on creative problem solving and self-efficacy of general high school students in creative discretional activities. Korea National University of Transportation, Graduate School of Education, Master’s Thesis.

  • Lim, Y. (2017). Overseas coding education e-learning analysis. Master's thesis. Seoul National University Graduate School, Seoul, South Korea.

  • Marks, B., & Thomas, J. (2021). Adoption of virtual reality technology in higher education: An evaluation of five teaching semesters in a purpose-designed laboratory. Education and Information Technologies, 1–19.

  • Moreno-León, J., Robles, G., & Román-González, M. (2016). Code to learn: Where does it belong in the K-12 curriculum? Journal of Information Technology Education: Research, 15, 283–303.

    Article  Google Scholar 

  • Nam, C. M., & Kim, J. W. (2018). A study on VR content-making education for elementary school students. Information Education Society, 22(1), 33–40.

    Google Scholar 

  • Novak, J. I., & Loy, J. (2017). Recoding product design education: Visual coding for human–machine interfaces [Paper presentation]. The International Conference on Design and Technology, Griffith University, Australia.

  • Papavlasopoulou, S., Giannakos, M. N., & Jaccheri, L. (2019). Exploring children’s learning experience in constructionism-based coding activities through design-based research. Computers in Human Behavior, 99(October), 415–427.

    Article  Google Scholar 

  • Soykan, F., & Kanbul, S. (2018). Analysing K12 students’ self-efficacy regarding coding education. TEM Journal, 7(1), 182–187.

    Google Scholar 

  • Van Dooren, E., Boshuizen, E., Van Merriënboer, J., Asselbergs, T., & Van Dorst, M. (2014). Making explicit in design education: Generic elements in the design process. International Journal of Technology and Design Education, 24, 53–71.

    Article  Google Scholar 

  • Wong, G. K. W., Cheung, H. Y., Ching, E. C. C., & Huen, J. M. H. (2015, December). School perceptions of coding education in K-12: A large scale quantitative study to inform innovative practices [Paper presentation]. 2015 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE), Zhuhai, China.

  • Wong, G. K. W., Ching, C. C., Mark, K. P., Tang, J. K. T., Lei, C. U., Cheung, H. Y., & Chui, H. L. (2015, January). Impact of computational thinking through coding in K-12 education: A pilot study in Hong Kong [Paper presentation]. 11th International Conference on Technology Education in the Asia Pacific Region, The Hong Kong Polytechnic University, China.

Download references

Acknowledgements

We would like to thank Sungshin University and Induk University for its support.

Funding

This research paper was supported by the Korea Foundation for the Advancement of Science and Creativity (KOFAC) grant funded by the Korean Ministry of Education for 2019.

Author information

Authors and Affiliations

  1. Department of Game & VR Design, Induk University, Seoul, Korea

    Hyoyoung Shim

  2. Department of Service Design Engineering, Sungshin University, Seoul, Korea

    Hyangeun Lee

Authors
  1. Hyoyoung Shim
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Hyangeun Lee
    View author publications

    You can also search for this author in PubMed Google Scholar

Contributions

All authors contributed to the study conception and design. Material preparation, data collection and analysis were performed by [Hyoyoung Shim] and [Hyangeun Lee]. The first draft of the manuscript was written by [Hyoyoung Shim] and all authors contributed to the subsequent versions of the manuscript. All authors read and approved the final manuscript.

Corresponding author

Correspondence to Hyangeun Lee.

Ethics declarations

Conflicts of interest

The authors declare that they have no conflict of interest.

Additional information

Publisher’s note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Shim, H., Lee, H. The effect of design education using virtual reality-based coding on student competence and educational satisfaction. Educ Inf Technol 27, 4577–4597 (2022). https://doi.org/10.1007/s10639-021-10730-w

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10639-021-10730-w

Keywords

Search

Navigation