Immersive technologies in educational innovation: a training experience in computational thinking
DOI:
https://doi.org/10.32870/Ap.v18n1.2749Keywords:
Cardboards, computational thinking, educational innovation, problem solvingAbstract
This study explored the impact of using cardboards and 360-degree videos as instructional tools for developing computational thinking (CT) in university students. Employing a quasi-experimental design and a quantitative approach, a pretest and posttest using a Likert scale and case study resolution at three complexity levels (basic, intermediate, and advanced) were applied to 152 high school students from Tecnológico de Monterrey. The intervention consisted of three sessions focused on the skills of abstraction, decomposition, pattern recognition, and algorithm design, all integrated into immersive environments. The results showed significant improvements in selfperceived skills, particularly in decomposition and algorithms, with less progress observed in abstraction. Clustering analysis revealed a greater centrality of practical skills, while abstraction became disconnected from the other dimensions. Although improvements were noted in case resolution, these did not reach statistical significance at all levels. Gender differences reflected persistent gaps, although both groups showed improvement. It is concluded that immersive technologies are effective in enhancing CT, though methodological adjustments are needed to ensure equitable integration
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