Designing Virtual Reality Game-Based Learning for Computational Thinking Competency Development: Evidence from Vocational Education

Computational thinking has become an essential skill in vocational education; however, many instructional approaches struggle to deliver authentic, engaging, and practice-oriented learning experiences. Virtual reality (VR) game-based learning presents a promising solution to address these challenges by blending immersive environments with problem-solving activities that support the development of competencies. This study explores the design and effectiveness of a VR game-based learning environment to enhance computational thinking skills in vocational education. A single-group pretest–posttest quasi-experimental research design was implemented, involving N = 40 vocational high school students from Software Engineering and Game Development (PPLG) classes who participated in a VR-based game learning intervention integrated into their regular instructional framework. To assess computational thinking competencies, pre- and post-tests (10 scenario-based items, score range 0–10 points) were conducted, aligned with the core components of computational thinking, and supplemented by post-intervention authentic performance tasks. The findings reveal that students experienced statistically significant improvements in their overall computational thinking performance following the intervention (t(39) = 15.30,p < .001,d_z = 2.42; Wilcoxon W = 0.0,p < .001, mean gain = 2.23 points), while also demonstrating solid proficiency across applied vocational tasks (66.5% overall attainment). Although the single-group design precludes definitive causal attribution in the absence of a non-VR comparison group, the results emphasize the educational potential of incorporating authentic vocational scenarios and game mechanics to foster practical problem-solving in vocational education.