Examining the relationships between students’ perceptions of technology, pedagogy, and cognition: the case of immersive virtual reality mini games to foster computational thinking in higher education

Abstract Researchers are increasingly exploring educational games in immersive virtual reality (IVR) environments to facilitate students’ learning experiences. Mainly, the effect of IVR on outcomes has been focus. However, far too little attention paid influence game elements and features learners’ perceived cognition. This study examined relationship between (challenge, goal clarity, feedback) as pedagogical approach, technology (immersion interaction), cognition (reflective thinking comprehension). An experiment was conducted with 49 undergraduate students who played an game-based application (iThinkSmart) containing mini developed computational competency. The employed partial least squares structural equation modelling investigate contents learner’s Findings show that clarity is main predictor reflective comprehension application. It also confirmed immersion interaction experience impact comprehension. Notably, adequate content terms organisation relevance contained significantly moderate findings this have implications for educators developers intervention higher education context. In particular, implication touches aspect cognitive factors aim produce 21st-century problem-solving skills through critical thinking.