Dias Aziz Pramudita, Ratna Wardani, Bruri Triyono, Thomas Köhler
This study investigates teachers’ perceptions and challenges in implementing virtual reality (VR) game-based learning to enhance students’ computational thinking (CT) skills. As VR technology gains prominence in education, understanding its practical application, transformative learning impact, and barriers is crucial for effective integration. Using a mixed-methods approach, data were collected through surveys and interviews to capture quantitative and qualitative insights. The findings indicate that VR fosters engagement and improves CT skills by offering immersive, hands-on experiences. However, challenges such as limited VR resources, inadequate training, and technical constraints hinder adoption. Addressing these barriers through targeted interventions and demonstrating VR's transformative impact on learning outcomes can amplify its potential in education. © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2025.
Dresden University of Technology, Dresden, 01062, Germany; Universitas Negeri Yogyakarta, D.I. Yogyakarta, Sleman, 55281, Indonesia; Universitas Muhammadiyah Surakarta, Central Java, Sukoharjo, 57162, Indonesia
