This study examines the integration of Virtual Reality (VR) as a development platform within a university-level Software Construction course, specifically in a video game design module for Computer Science students. Traditionally centered around 2D game development, the course introduced a VR-based project to modernize the learning experience and increase student motivation. Students were paired based on similar academic performance and provided with Meta Quest headsets. Each team was assigned a random thematic prompt—such as magic, city, forest, retro, or miniature world—and tasked with creating a fully interactive 3D environment in Unity. Within this space, they developed a mini game featuring essential mechanics, including objectives, rules, timers, and win/loss conditions. The activity emphasized both creative design and technical implementation within an immersive gameplay context. In addition to its immersive qualities, the activity incorporated gamification strategies, including random challenge constraints, milestone-based progression, peer feedback, and a final showcase that simulated real-world presentation scenarios. These elements were designed to enhance motivation and engagement through a structured, game-like learning journey. The primary aim of this pedagogical intervention was to assess whether the interactive and immersive nature of VR, augmented by gamified instructional design, could enhance student engagement, motivation, and the perceived relevance of course content. A post-activity survey gathered students' perceptions, focusing on engagement levels and the comparative educational value of the platform relative to traditional ones. Findings reveal that students considered the VR activity significantly more engaging and professionally relevant. They reported increased motivation, greater satisfaction with the creative process, and a stronger connection to real-world software development practices. These outcomes suggest that integrating virtual reality (VR) and gamification can promote deeper involvement and a more meaningful learning experience in software engineering education. In this undergraduate-level course, the baseline requirement is to develop a video game and briefly explore the topic of haptics in gaming. Nevertheless, this VR-based activity offers students an added value by enabling them to fully design and implement a video game deployed on the Meta Quest platform. The technical knowledge and practical experience gained through this process go beyond the standard curriculum and are exclusive to the groups that engage in the VR implementation. This not only deepens their understanding of immersive technologies but also equips them with skills rarely acquired at this stage of their academic training. However, it is important to recognize that the study relies mainly on self-reported data. While such perceptions provide valuable insight, they are inherently subjective and may reflect novelty effects or social desirability bias. Future research should incorporate additional data sources such as more performance metrics, code quality analysis, or instructor evaluations to assess actual learning and skill acquisition. Additionally, learning in this context is understood as the development of both technical competencies – such as Unity programming and VR interaction design – and transversal skills including teamwork, adaptability, and creative problem-solving. These skills, while difficult to quantify, are essential for software development careers. This paper details the instructional design, implementation strategies, technical considerations, and student feedback associated with the activity.
Córdova et al. (Fri,) studied this question.