Publicação
Cosmic observatory, a virtual reality game to train computational thinking
| Resumo: | The project reported in the present document addresses students’ need for in acquiring problem-solving skills and motivation to study, especially in computer programming, which requires Computational Thinking (CT). The lack of generic problem-solving skills is identified as an origin of this project, requiring problem understanding, decomposition, association of old knowledge with new, reflection and persistence. The objectives of this proposal include understanding how a Virtual Reality (VR) game can help with CT training, developing a strategy for this training and creating a corresponding game. The hypothesis is that it is possible to develop CT skills through a VR game. Two research questions explore the impact of the level of immersion in VR games on the development of these skills and the role of the design of the game environment in facilitating the acquisition and application of CT skills. The proposed solution is the VR game Cosmic Observatory, which aims to train and develop CT skills centred on pattern recognition. Players, as “Celestial Explorers”, seek to restore harmony in the celestial archives by solving puzzles and interacting with cosmic creatures. The game features elements of virtual exploration, astronomy-related puzzles, educational content, and a progression of difficulty. The narrative follows a celestial journey to restore harmony to the “Lost Library of Alexandria”, now manifested as the Cosmic Observatory, and emphasises pattern recognition training as a fundamental CT skill applicable in STEM (Science, Technology, Engineering and Mathematics). The game’s architecture follows an interactive model, with a game engine, user database, evaluation module, feedback module and GUI. This architecture seeks to provide an engaging and adaptive experience by collecting data, evaluating performance and providing feedback to enrich the player’s experience in the game. |
|---|---|
| Autores principais: | Duarte, David Alexandre Ferreira |
| Assunto: | Computational Thinking Problem-solving skills Virtual Reality Virtual World Engagement Educational games Game-based Learning Pensamento Computacional Capacidade de resolução de problemas Realidade virtual Envolvimento no mundo virtual Jogos educativos Aprendizagem com base em jogos |
| Ano: | 2025 |
| País: | Portugal |
| Tipo de documento: | dissertação de mestrado |
| Tipo de acesso: | acesso aberto |
| Instituição associada: | Universidade do Minho |
| Idioma: | inglês |
| Origem: | RepositóriUM - Universidade do Minho |
| Resumo: | The project reported in the present document addresses students’ need for in acquiring problem-solving skills and motivation to study, especially in computer programming, which requires Computational Thinking (CT). The lack of generic problem-solving skills is identified as an origin of this project, requiring problem understanding, decomposition, association of old knowledge with new, reflection and persistence. The objectives of this proposal include understanding how a Virtual Reality (VR) game can help with CT training, developing a strategy for this training and creating a corresponding game. The hypothesis is that it is possible to develop CT skills through a VR game. Two research questions explore the impact of the level of immersion in VR games on the development of these skills and the role of the design of the game environment in facilitating the acquisition and application of CT skills. The proposed solution is the VR game Cosmic Observatory, which aims to train and develop CT skills centred on pattern recognition. Players, as “Celestial Explorers”, seek to restore harmony in the celestial archives by solving puzzles and interacting with cosmic creatures. The game features elements of virtual exploration, astronomy-related puzzles, educational content, and a progression of difficulty. The narrative follows a celestial journey to restore harmony to the “Lost Library of Alexandria”, now manifested as the Cosmic Observatory, and emphasises pattern recognition training as a fundamental CT skill applicable in STEM (Science, Technology, Engineering and Mathematics). The game’s architecture follows an interactive model, with a game engine, user database, evaluation module, feedback module and GUI. This architecture seeks to provide an engaging and adaptive experience by collecting data, evaluating performance and providing feedback to enrich the player’s experience in the game. |
|---|