This article is the result of a doctoral thesis conducted at the Metropolitan University of Education, Science, and Technology, aimed at evaluating a Didactic Model based on Immersive Virtual Reality to strengthen computational thinking in primary education. A positivist methodology with a quantitative approach was used, classified as projective in its initial phase and evaluative in its final phase. A checklist was applied to 36 primary school students who participated in the proposed activities as an instrument to gather information, ensuring their safety and obtaining informed consent from their legal guardians. The results demonstrated the model's effectiveness, as improved student performance was observed in terms of conceptual understanding and skills in algorithmic, creative, and critical computational thinking. Communication, teamwork, and conflict resolution also improved. It was concluded that the model is effective in strengthening computational thinking, with suggestions for specific areas of improvement to maximize its educational benefits.

Keywords: didactic model, immersive virtual reality, strengthening, computational thinking, primary education.

Although greater internet access is a global fact, access is not uniformly distributed worldwide. In developing countries, the percentage of Internet users is 46% as of 2023, suggesting that a significant digital divide still exists. Bridging this gap and promoting universal connectivity remain significant challenges in achieving equitable access to the benefits of the digital age (UNESCO, 2020).

These indicators demonstrate that technologies enjoy considerable popularity on a global scale and are currently making significant inroads into the education sector. This is evident as they are increasingly used in educational settings at various levels of the educational system due to their potential to revolutionize the teaching and learning process. These technological advancements offer a wide range of digital educational materials, expanding learning possibilities beyond the confines of conventional classrooms. Additionally, the use of Information and Communication Technologies (ICT) allows for the customization of learning experiences to meet the unique needs of students, fostering inclusion and diversity in educational settings.

Urday & Deroncele (2022) highlighted the potential of electronic tools to enhance cooperation and communication between students and teachers. These tools support collaborative efforts, promote engagement, facilitate the exchange of ideas, and ultimately enhance the learning experience, creating a more engaging and interactive educational environment. Furthermore, the adoption of digital materials and interactive resources shows promise in increasing student motivation and dedication, thereby enhancing the immersive and meaningful nature of the learning process.

ICT plays a dual role in improving both the quality and access to education while helping students develop key digital skills that are vital in contemporary society. These competencies include digital literacy, proficiency in online information retrieval, the use of specific software and tools, as well as understanding fundamental technological principles. Clearly, ICT has a significant influence on the field of education by providing tools and materials that enhance the quality, accessibility, and relevance of learning, and preparing students to meet the demands of the current century (Ávila-Fajardo & Riascos-Erazo, 2011).

Among the range of technologies applied to educational processes, immersive reality stands out as a cutting-edge approach, offering an enriched and expanded experience with innovative applications in education. In the educational domain, Augmented Reality (AR) is poised to transform the way students interact with educational content and acquire knowledge. A significant advantage of incorporating AR in education is its ability to present complex concepts in a more concrete and understandable manner (Toca & Carrillo, 2019).

Additionally, AR provides an engaging educational environment where learners interact with virtuality in real time. This interactive approach promotes active and participatory learning, allowing students to manipulate objects and engage in practical scenarios. Furthermore, AR supports experiential learning by enabling learners to interact with realistic situations and scenarios. For example, in the field of history, students can observe virtual recreations of historical events from various perspectives, enhancing their understanding and knowledge of the subject (Sousa et al., 2021).

However, according to Garrido (2023), immersive reality is crucial in advancing computational thinking by providing interactive and immersive learning environments. This tool enables the exploration of complex ideas necessary for understanding intricate concepts. By interacting with virtual environments, students can break down problems into logical and sequential steps, recognize patterns, formulate algorithms, and evaluate solutions, all essential components of computational thinking. Additionally, it fosters creativity and ingenuity by allowing students to devise multiple solutions for a single problem, modify existing algorithms, and create new solutions innovatively. This cultivates a proactive mindset and enhances critical-creative thinking skills.

Quiroz-Vallejo et al. (2021) emphasized another crucial aspect of AR in the educational sector, highlighting its capacity to personalize learning. AR has the potential to offer more relevant and meaningful learning opportunities. This individualized approach to learning improves student motivation and dedication, fostering a greater sense of engagement in the educational process. Essentially, AR presents a range of educational advantages by providing an immersive, personalized, and interactive learning ecosystem aimed at enhancing the quality and effectiveness of educational practices.
With the increasing prevalence of technological advancements, there is an urgent need to cultivate computational thinking among students from an early age, given the widespread influence of globalization. However, it has been observed that many primary school students enrolled in the educational institution of San Ángel, Colombia, face difficulties first in understanding and then solving problems related to logic and the sequential processing of instructions, as well as in analyzing and summarizing information methodically.

Additionally, students struggle to understand how computer systems work and to interact effectively with them. Essentially, students display deficiencies in basic computer literacy and the application of these principles in real-world situations. This highlights the need to foster computational thinking in students, defined as the ability to articulate problems in a way that can be solved through computational means, along with the competence to design, execute, and evaluate algorithms.

However, as noted by Garrido (2023), this circumstance hinders students' ability to address problems effectively, as computational thinking allows them to dissect complex issues into manageable segments and devise innovative solutions. This could impact their academic performance in disciplines that require problem-solving skills, such as mathematics and sciences, and also reduce potential prospects in technology and computer-related fields. In a highly digitalized society, it is crucial for students to focus on acquiring computer knowledge and skills from an early age.

Not prioritizing the development of computational thinking skills can hinder the acquisition of crucial skills such as reasoning, critical analysis, and innovation, all essential for success in various aspects of life. Essentially, failing to foster computational thinking in primary school students could restrict their capabilities and future prospects (Garrido, 2023). In light of the current circumstances, doctoral research was conducted to introduce an educational framework centered on immersive virtual reality aimed at enhancing computational thinking. This framework was subsequently implemented and its effectiveness evaluated. The model structure was organized as follows:

Figure 1. Structure of the Immersive Virtual Reality Model for the Development of Computational Thinking

The primary objective of the Immersive Virtual Reality (IVR) educational model was to enhance computational thinking (CT) among primary school students in Colombia. Specifically, it aimed to cultivate fundamental programming and algorithmic thinking skills, familiarize young students with key principles of computer science and digital technology, foster creativity, problem-solving, and critical thinking, encourage teamwork and collaboration among students, and stimulate curiosity in the fields of computer science and technology.

The model was designed for children in basic primary education, specifically for grades 3, 4, and 5. Each IVR experience was estimated to last between 30 to 45 minutes and was implemented as part of regular computer science classes or as an extracurricular activity. To implement this IVR educational model, the following resources were required: hardware with adequate graphic processing capacity, accessible IVR development software for children, comfortable and safe IVR equipment for children, and educational content specifically designed to strengthen CT in primary school children.

The development of this IVR educational model was based on a methodology that included defining objectives and scope, designing the virtual environment, developing learning activities and experiences, and conducting evaluation and feedback.

Table 1.
Playful Activities Designed within the Model

Activity	Objective	Description	Competencies	Duration
Exploring the Enchanted Forest	Develop algorithmic thinking and problem-solving skills.	Students venture into a magical virtual forest where they must solve puzzles and complete challenges using step-by-step instructions to guide a character through the forest.	Algorithmic thinking, problem-solving, critical thinking, creativity.	30 minutes
Building a Robot Friend	Foster spatial thinking and logic.	Students design and assemble a virtual robot in a 3D environment, using building blocks and following logical patterns or sequences.	Spatial thinking, logical thinking, problem-solving, teamwork.	45 minutes
Creating a Virtual World	Encourage creativity and digital design.	Students design and assemble a virtual robot in a 3D environment, using building blocks and following logical patterns or sequences. Students use virtual reality tools to create their own virtual world, including landscapes, characters, and objects, expressing their imagination and creativity.	Creativity, digital design, critical thinking, problem-solving.	45 minutes
Rescuing Lost Animals	Develop basic programming skills.	Students program a virtual robot to navigate a maze and rescue lost animals, using code blocks or simple commands.	Algorithmic thinking, basic programming, problem-solving, critical thinking.	30 minutes
Designing a Video Game	Promote teamwork and collaboration.	Students work in groups to design and develop a simple virtual reality video game, defining roles, assigning tasks, and collaborating to achieve a common goal.	Teamwork, collaboration, communication, creativity, problem-solving.	60 minutes
Traveling to Outer Space	Stimulate interest in science and technology.	Students embark on a virtual space adventure, exploring planets, learning about the solar system, and conducting scientific experiments in an immersive environment.	Scientific thinking, curiosity, problem-solving, creativity.	45 minutes
Building a Virtual Bridge	Develop critical thinking and analytical skills.	Students design and construct a virtual bridge using engineering and physics principles, considering factors such as load, strength, and stability.	Critical thinking, analysis, problem-solving, spatial thinking.	45 minutes
Solving a Mystery in the City	Encourage collaboration and research.	Students work in teams to solve a virtual mystery in a simulated city, collecting clues, analyzing information, and using their deductive reasoning to arrive at a solution.	Teamwork, collaboration, research, critical thinking, problem-solving.	60 minutes

Table 1 describes educational activities using immersive virtual reality, each with a specific objective, a description of the activity, the competencies developed, and the estimated duration. These activities are fundamental for the development of computational thinking in students as they offer practical and immersive experiences that allow them to apply fundamental concepts and skills in a meaningful way. For example, "Exploring the Enchanted Forest" teaches them to break down complex problems into simpler steps (algorithmic thinking) and find creative solutions (critical thinking) to overcome challenges. "Building a Robot Friend" fosters logic and spatial thinking by designing and assembling a virtual robot, requiring planning and sequencing steps.

It is important to emphasize that each task is designed with the objective of fostering specific skills, including critical thinking, creativity, teamwork, and basic programming, through engaging and immersive educational encounters. The activity "Creating a Virtual World" enhances creativity and problem-solving skills by allowing students to create and build their personalized digital environment. These tasks not only impart computer science-related concepts but also cultivate qualities such as teamwork, efficient communication, and conflict resolution, which are essential in the field of computer science and beyond.

The methodology used in this study was framed within a positivist perspective, which sought to obtain knowledge through observation and empirically verifiable experimentation (Acosta, 2023). It focused on the collection and analysis of quantitative data to describe phenomena and establish causal relationships. Additionally, an evaluative approach was employed to assess the impact or results of an intervention or educational process, in this case, the Immersive Virtual Reality (IVR) educational model in strengthening Computational Thinking (CT) in primary school children in Colombia.

The methodological design was characterized as a non-experimental field study, which involved data collection in a natural setting without deliberate manipulation of variables. A checklist was used as the measurement instrument, applied to 36 primary education students. Inclusion criteria were based on specific characteristics, such as being a primary education student and being present during the application of the instrument.

Regarding ethical considerations, principles such as safeguarding participants' privacy and confidentiality, obtaining informed consent, and ensuring equity in participant selection were followed. The collected data were processed using SPSS software, version 21, employing statistical methods for result analysis. This methodological strategy facilitated an impartial and comprehensive evaluation of the influence of the IVR educational model on the CT of primary school students in Colombia.

The design of the model was structured into the following common phases:

• Definition of Objectives and Competencies: In this phase, the educational objectives to be achieved with the model were established, as well as the specific competencies to be developed in the students.
• Design of the Virtual Environment: The virtual environment in which the educational activities were developed was created. This included the selection of the virtual reality platform, the creation of virtual scenarios, and the integration of interactive elements.
• Development of Activities and Resources: The educational activities to be carried out were designed, as well as the necessary resources and materials for their execution.
• Implementation of the Model: The practical execution of the model was carried out, including the performance of educational activities with the students.
• Evaluation and Examination of Results: The influence of the model on fostering students' computational thinking was evaluated by analyzing the results obtained and identifying areas that require improvement.
• Modifications and Improvements: Based on the evaluation results, modifications and improvements were implemented in the model to increase its efficiency and adapt it to the individual needs of the students.

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Table 2.
Conceptual Understanding

Indicators	Criteria	YES		NO
		F	F%	F	F%
Basic PC Vocabulary	Does the student correctly identify and define key PC terms such as algorithm, programming, data, variables, loops, conditions, etc.?	28	77.7	8	22.2
	Can the student correctly use PC vocabulary in the context of computer-related problems and tasks?	21	58.3	15	41.6
Fundamental PC Concepts	Can the student break down a problem into logical and sequential steps?	24	66.6	12	33.3
	Can the student identify the different parts of a problem that require algorithmic solutions?	28	77.7	8	22.2
	Can the student create flowcharts or visual representations to illustrate simple algorithms?	18	50.0	18	50.0
	Can the student evaluate the efficiency and accuracy of an algorithm to solve a specific problem?	18	50.0	15	41.6

Table 2 presents the results of the model evaluation regarding the dimension of Conceptual Understanding, which was divided into two indicators and several criteria. For the indicator Basic PC Vocabulary, it was observed that the majority of students can correctly identify and define key computing terms such as algorithm, programming, data, variables, loops, and conditions, with 77.7% affirmative responses. However, when it comes to correctly using this vocabulary in the context of computer-related problems and tasks, the percentage decreases to 58.3%.

Regarding fundamental computing concepts, most students can break down a problem into logical and sequential steps (66.6%) and identify the different parts of a problem that require algorithmic solutions (77.7%). However, only 50.0% of students achieved competency in creating flowcharts or visual representations to illustrate simple algorithms, while the other 50% did not. Similarly, the ability to evaluate the efficiency and accuracy of an algorithm to solve a specific problem also shows a division among students, with 50.0% affirmative responses and 41.6% negative responses.

Table 3.
Skill Development

Indicators	Criteria	YES		NO
		F	F%	F	F%
Algorithmic Thinking	Can the student break down a problem into logical and sequential steps?	33	91.6	3	8.3
	Can the student identify the different parts of a problem that require algorithmic solutions?	28	77.7	8	22.2
	Can the student create flowcharts or visual representations to illustrate simple algorithms?	30	83.3	6	16.6
	Can the student evaluate the efficiency and accuracy of an algorithm to solve a specific problem?	33	91.6	3	8.3
Creative Computational Thinking	Can the student generate different algorithmic solutions for the same problem?	25	69.4	11	30.5
	Can the student adapt and modify existing algorithms to solve new or more complex problems?	25	69.4	11	30.5
	Can the student use computational thinking to tackle problems in different areas, such as mathematics, science, or language?	30	83.3	6	16.6
	Can the student demonstrate creativity and innovation in designing algorithmic solutions?	36	100.0	0	0.0
Critical Thinking	Does the student critically analyze the information and data presented during RVI activities?	34	94.4	2	5.5
	Does the student identify and question assumptions or preconceived ideas?	26	72.2	10	27.7
	Does the student formulate relevant and thoughtful questions to delve deeper into the topic of the RVI activity?	33	91.6	3	8.3
	Does the student critically evaluate the different proposed solutions to a problem?	30	83.3	6	16.6

Table 3 presents an evaluation of indicators related to algorithmic thinking, creative computational thinking, and critical thinking in students. Regarding algorithmic thinking, the majority of students can break down a problem into logical and sequential steps (91.6%), identify parts that require algorithmic solutions (77.7%), create flowcharts to illustrate simple algorithms (83.3%), and evaluate the efficiency and accuracy of an algorithm to solve a specific problem (91.6%).

In creative computational thinking, the majority of students can generate different algorithmic solutions for the same problem (69.4%), adapt and modify existing algorithms to solve new or more complex problems (69.4%), use computational thinking to tackle problems in different areas such as mathematics, science, or language (83.3%), and demonstrate creativity and innovation in designing algorithmic solutions (100.0%).

Regarding critical thinking, the majority of students critically analyze the information and data presented during activities (94.4%), identify and question assumptions or preconceived ideas (72.2%), formulate relevant and thoughtful questions to delve deeper into the topic (91.6%), and critically evaluate the different proposed solutions to a problem (83.3%). These results suggest that students perform well in algorithmic thinking, creative computational thinking, and critical thinking, indicating a solid understanding and skills in computing and problem-solving.

Table 4.
Transversal Skills

Indicators	Criteria	YES		NO
		F	F%	F	F%
Communication	Does the student actively participate in discussions and debates during RVI activities?	36	100.0	0	0.0
	Does the student express their ideas and opinions clearly and concisely?	36	100.0	0	0.0
	Does the student listen attentively to their peers' ideas and respond respectfully?	28	77.7	8	22.2
	Does the student use appropriate language for the context of the RVI activity?	28	77.7	8	22.2
Teamwork	Does the student collaborate effectively with their peers to achieve common goals?	36	100.0	0	36
	Does the student share responsibilities and tasks equitably with their peers?	30	83.3	6	16.6
	Does the student respect the different perspectives and opinions of their peers?	36	100.0	0	36
	Does the student celebrate team achievements and take responsibility for the outcomes?	26	72.2	10	27.7
Conflict Resolution	oes the student objectively identify and analyze conflicts that arise during RVI activities?	24	66.6	12	33.3
	Does the student propose creative and peaceful solutions to resolve conflicts?	30	83.3	6	16.6
	Does the student listen attentively to the different perspectives and opinions involved in the conflict?	22	61.1	14	38.8
	Does the student seek solutions that benefit all parties involved in the conflict?

Table 4 presents an evaluation of indicators related to communication, teamwork, and conflict resolution in students during Immersive Virtual Reality (IVR) activities. Regarding communication, all students (100.0%) actively participate in discussions and debates, expressing their ideas and opinions clearly and concisely. However, fewer students meet the criteria for attentively listening to their peers' ideas and responding respectfully, as well as using appropriate language for the IVR activity context, with 77.7% and 77.7%, respectively. In terms of teamwork, all students (100.0%) effectively collaborate with their peers to achieve common goals, share responsibilities and tasks equitably, respect different perspectives and opinions, and celebrate team achievements while taking responsibility for the outcomes.

Regarding conflict resolution, most students objectively identify and analyze conflicts that arise during IVR activities (66.6%), propose creative and peaceful solutions to resolve conflicts (83.3%), and attentively listen to different perspectives and opinions involved in the conflict (61.1%). However, finding solutions that benefit all parties involved in the conflict is an area where students can improve, as this criterion is not represented in the table. These results suggest that while students perform well in teamwork and communication, conflict resolution is an area for potential improvement that could be a focus for skill development and teaching.

Immersive reality can significantly contribute to the development of basic vocabulary and fundamental computing concepts in students. In this regard, Rodríguez (2020) states that by providing interactive virtual environments and simulations, immersive reality offers unique opportunities for students to immerse themselves in situations that require the use of specific computing vocabulary.

Furthermore, according to Rué (2020), immersive reality has the potential to enhance the understanding of basic computing principles by allowing students to interact with visual representations and flowcharts that demonstrate basic algorithms. Students can create and manipulate these flowcharts within the virtual environment, which helps them visualize and understand how a problem is broken down into logical and sequential steps and how different parts of the problem requiring algorithmic solutions are identified.

These observations suggest that immersive reality provides a stimulating and engaging educational environment that can significantly improve the learning of basic vocabulary and fundamental computing concepts by offering practical and contextualized experiences that facilitate student learning of these concepts.

According to Garrido (2023), incorporating educational initiatives using immersive reality has the potential to enhance the advancement of algorithmic thinking among students by exposing them to challenges and dilemmas that require the use of algorithms for resolution. By interacting with simulated environments, students can witness how intricate problems are broken down into logical and sequential stages, enhancing their mastery of algorithmic thinking. As George-Reyes et al. (2023) indicate, illustrating algorithmic procedures through visual representations in immersive environments can facilitate a better understanding of how algorithms work in practical contexts.

Regarding creative computational thinking, Prendes & Cérdan (2021) emphasize that immersive reality programs can foster creativity by allowing students to design and develop solutions to problems in interactive virtual environments. According to George-Reyes et al. (2023), when students face challenges within immersive reality, they can experiment with different approaches and solutions, stimulating their creative computational thinking. The ability to modify virtual environments and create customized interactions can foster innovation and experimentation in problem-solving.

Finally, immersive reality can promote critical thinking by presenting students with complex situations that require critical analysis and evaluation of different perspectives (Lévy & Ros, 2023). In this regard, George-Reyes et al. (2023) considers that when students interact with virtual environments, they can practice critical analysis of the presented information and make informed decisions. Conflict resolution within immersive environments can also promote critical thinking by requiring students to consider diverse solutions and their implications.

These observations lead to the interpretation that implementing didactic models based on immersive virtual reality can be an effective tool for developing algorithmic thinking, creative computational thinking, and critical thinking in students by providing them with interactive, stimulating, and contextualized educational experiences.

Solórzano-Cahuana (2021) argues that the use of educational programs centered on immersive reality can improve the development of communication, teamwork, and conflict resolution among students. Through immersive reality, students have simulated environments where they can practice articulating their thoughts coherently and succinctly while actively listening to their peers' viewpoints. This practice helps improve their communication skills when participating in varied and realistic scenarios within virtual environments (Quiroz-Vallejo et al., 2021).

Regarding teamwork, Garrido (2023) suggests that immersive reality requires students to collaborate effectively to achieve common goals by sharing responsibilities and tasks equitably. In this sense, students learn to value each member's contributions and work together to achieve shared goals. Meanwhile, Prendes & Cérdan (2021) highlight that immersive reality promotes recognizing team achievements and shared responsibility for outcomes, fostering a culture of teamwork and cooperation.

Lastly, concerning conflict resolution, immersive reality can simulate situations where students practice identifying and objectively analyzing problems. By proposing creative and peaceful solutions to resolve conflicts within virtual environments, students develop skills to handle conflicting situations constructively. In this sense, the proposed model was evaluated for its effectiveness in fostering effective communication, teamwork, and conflict resolution in students by providing them with interactive and practical experiences that reflect real-world situations and the challenges they will face in their academic and professional lives.

 

Contribution to Scientific Knowledge: The study addresses a research gap by specifically exploring the impact of virtual reality on computational thinking in a specific demographic group, namely primary school students. This contribution can inform future research and educational practices, highlighting the importance of integrating immersive technology into teaching and learning.

Limitations: A significant limitation was the restriction of time and economic resources, which prevented working with a larger number of students and delving deeper into the intervention.

Following the evaluation, it was observed that students had an adequate level of conceptual understanding in basic computing vocabulary and fundamental computing concepts, although areas for improvement were identified. In algorithmic thinking, they demonstrated strong skills in breaking down problems, identifying parts that need algorithmic solutions, creating flowcharts, and evaluating the efficiency of algorithms. In creative computational thinking, they excelled in generating diverse solutions, adapting algorithms, and being creative in designing solutions. Regarding critical thinking, they showed the ability to analyze information, question assumptions, formulate relevant questions, and evaluate solutions.

Regarding communication, teamwork, and conflict resolution in Immersive Virtual Reality (IVR) activities, there was high participation and expression of ideas, as well as effective collaboration and the ability to propose creative solutions. However, areas for improvement were noted in listening to peers' ideas, using appropriate language, and seeking solutions beneficial to all parties. This indicates that the implementation of a didactic model based on immersive virtual reality is effective for strengthening computational thinking, especially in conceptual understanding and algorithmic thinking. Nevertheless, areas of improvement in communication, teamwork, and conflict resolution should be addressed to maximize the educational benefits of immersive virtual reality.

Finally, the evaluation of the model allowed for identifying that contextualizing concepts creates a virtual environment representing real-world situations related to computing, facilitating their understanding. It also provides students with practical experience, as interacting directly with computational concepts and principles enhances their learning and information retention.

On the other hand, immersive reality stimulates creativity by allowing students to design and create in virtual environments, helping them develop innovative solutions to computational problems. It also contributes to the development of technical skills by using tools and software in virtual environments, increasing their understanding of technology.

Moreover, by fostering teamwork in many activities, immersive reality helps students develop communication and collaboration skills, which are fundamental in the computational field. When faced with challenges and problems in virtual environments, students must use critical thinking to analyze, evaluate, and solve situations, thus strengthening their reasoning abilities.

All indications are that the model offers a unique educational environment that enhances the development of computational thinking in primary school students, providing practical experiences, stimulating creativity, fostering fundamental skills, and promoting critical thinking in the computational field.
Conflict of Interest: The author states that there are no conflicts of interest in this study.

 

Author Contributions:
Garrido, J. F.: Conceptualization, Formal Analysis, Research, Methodology, Software, Supervision, Validation, Visualization, Writing – Original Draft, Writing – Review and Editing.

Informed Consent: Informed consent was obtained from the legal representatives of the students and the directors of the educational institution where the model was implemented.