Systematic review of three-dimensional immersive digital environments in the teaching of programming

Authors

DOI: https://doi.org/10.6018/red.540731
Keywords: Augmented Reality, Virtual Reality, Virtual Worlds, Programming, Immersive 3D Digital Environments

Abstract

Currently, three-dimensional immersive digital environments (TIDE) have been applied to the educational field, being Augmented Reality, Virtual Reality and Virtual Worlds the most representative technologies. Currently in the literature there are systematic reviews that address each technology separately, making evident the need for a study covering all technologies and more specifically applied to the teaching and learning of computer programming. In the present study, 64 research studies related to the teaching of computer programming at different educational levels were analyzed. Among the main results, 57 studies developed their own tool or application, which shows the little or no practical usefulness of the developments since they are only used for experiments. In addition, most of the works present the benefits of their tools and only 12 studies mention a problem when using the TIDE in the teaching of programming. Finally, the use of TIDE is highlighted mainly for teaching the topic of control structures in programming. This topic is essential since it allows students to modify the execution flow of program instructions.

Downloads

Download data is not yet available.

References

Abernethy, M., Sinnen, O., Adams, J., De Ruvo, G., y Giacaman, N. (2018). ParallelAR: An Augmented Reality App and Instructional Approach for Learning Parallel Programming Scheduling Concepts. 2018 IEEE International Parallel and Distributed Processing Symposium Workshops (IPDPSW), 324-331. https://doi.org/10.1109/IPDPSW.2018.00063

Acosta, D., Álvarez, M., y Durán, E. (2021). Applying Augmented Reality to Learn Basic Concepts of Programming in U-Learning Environment. En P. Pesado y J. Eterovic (Eds.), Computer Science – CACIC 2020 (Vol. 1409, pp. 293-307). Springer International Publishing. https://doi.org/10.1007/978-3-030-75836-3_20

Agbo, F. J., Sanusi, I. T., Oyelere, S. S., y Suhonen, J. (2021). Application of Virtual Reality in Computer Science Education: A Systemic Review Based on Bibliometric and Content Analysis Methods. Education Sciences, 11(3), 142. https://doi.org/10.3390/educsci11030142

Agbo, F. J., Sunday Oyelere, S., y Bouali, N. (2020). A UML approach for designing a VR-based smart learning environment for programming education. 2020 IEEE Frontiers in Education Conference (FIE), 1-5. https://doi.org/10.1109/FIE44824.2020.9273956

Agrahari, V., y Chimalakonda, S. (2020). AST[AR] – Towards Using Augmented Reality and Abstract Syntax Trees for Teaching Data Structures To Novice Programmers. 2020 IEEE 20th International Conference on Advanced Learning Technologies (ICALT), 311-315. https://doi.org/10.1109/ICALT49669.2020.00100

Alexander, B., Hou, Y., Khan, B., y Jin, J. (2022). Learn Programming In Virtual Reality? A Case Study of Computer Science Students. 2022 IEEE Global Engineering Education Conference (EDUCON), 270-275. https://doi.org/10.1109/EDUCON52537.2022.9766621

Angel Rueda, C. J. (2018). Diseño de un modelo didáctico para introducir al maestro en el uso de los mundos virtuales con fines educativos [Tesis Doctorado en Tecnología Educativa, Universidad Autónoma de Querétaro]. http://ri-ng.uaq.mx/handle/123456789/1046

Angel Rueda, C. J., Valdés Godínes, J. C., y Douglas Rudman, P. (2018). Categorizing the educational affordances of 3-dimensional immersive digital environments. Journal of Information Technology Education: Innovations in Practice, 17, 083-112. https://doi.org/10.28945/4056

Avellar, G. M. N., y Barbosa, E. F. (2019). Virtual and Augmented Reality in the Teaching and Learning of Programming: A Systematic Mapping Study. Anais do XXX Simpósio Brasileiro de Informática na Educação (SBIE 2019), 664. https://doi.org/10.5753/cbie.sbie.2019.664

Banic, A., y Gamboa, R. (2019). Visual Design Problem-based Learning in a Virtual Environment Improves Computational Thinking and Programming Knowledge. 2019 IEEE Conference on Virtual Reality and 3D User Interfaces (VR), 1588-1593. https://doi.org/10.1109/VR.2019.8798013

Barbosa Raposo, A., y Curasma, H. P. (2018). A Tool for the Introduction of Programming and Computational Thinking with Motivation using Virtual Reality. 2018 XIII Latin American Conference on Learning Technologies (LACLO), 377-384. https://doi.org/10.1109/LACLO.2018.00071

Bennedsen, J., y Caspersen, M. E. (2019). Failure rates in introductory programming: 12 years later. ACM Inroads, 10(2), 30-36. https://doi.org/10.1145/3324888

Berns, C., Chin, G., Savitz, J., Kiesling, J., y Martin, F. (2019). MYR: A Web-Based Platform for Teaching Coding Using VR. Proceedings of the 50th ACM Technical Symposium on Computer Science Education, 77-83. https://doi.org/10.1145/3287324.3287482

Bolivar, S., Perez, D., Carrasquillo, A., Williams, A. S., Rishe, N. D., y Ortega, F. R. (2019). 3D Interaction for Computer Science Educational VR Game. En M. Antona y C. Stephanidis (Eds.), Universal Access in Human-Computer Interaction. Theory, Methods and Tools (Vol. 11572, pp. 408-419). Springer International Publishing. https://doi.org/10.1007/978-3-030-23560-4_30

Bouali, N., Nygren, E., Oyelere, S. S., Suhonen, J., y Cavalli-Sforza, V. (2019). Imikode: A VR Game to Introduce OOP Concepts. Proceedings of the 19th Koli Calling International Conference on Computing Education Research, 1-2. https://doi.org/10.1145/3364510.3366149

Boyles, B. (2017). Virtual Reality and Augmented Reality in Education. Center For Teaching Excellence, United States Military Academy, West Point, Ny, 12.

Carvalho, M. F., Aguiar, Y. P. C., y Dantas, V. F. (2017). Ensino da estrutura de repetição For em Python com realidade aumentada através do Aurasma. 12.

Cevahi̇R, H., Özdemi̇R, M., y Baturay, M. H. (2022). The Effect of Animation-Based Worked Examples Supported with Augmented Reality on the Academic Achievement, Attitude and Motivation of Students towards Learning Programming. Participatory Educational Research, 9(3), 226-247. https://doi.org/10.17275/per.22.63.9.3

Chandramouli, M., y Heffron, J. (2015). A Desktop VR-based HCI framework for programming instruction. 2015 IEEE Integrated STEM Education Conference, 129-134. https://doi.org/10.1109/ISECon.2015.7119905

Chung, C.-Y., Awad, N., y Hsiao, I.-H. (2021). Collaborative programming problemsolving in augmented reality: Multimodal analysis of effectiveness and group collaboration. Australasian Journal of Educational Technology, 37(5), 17-31. https://doi.org/10.14742/ajet.7059

Chung, C.-Y., y Hsiao, I.-H. (2020). Computational Thinking in Augmented Reality: An Investigation of Collaborative Debugging Practices. 2020 6th International Conference of the Immersive Learning Research Network (ILRN), 54-61. https://doi.org/10.23919/iLRN47897.2020.9155152

Cleto, B., Sylla, C., Ferreira, L., y Moura, J. M. (2020). “Play and Learn”: Exploring CodeCubes. En C. Sylla y I. Iurgel (Eds.), Technology, Innovation, Entrepreneurship and Education (Vol. 307, pp. 34-42). Springer International Publishing. https://doi.org/10.1007/978-3-030-40180-1_4

da Cruz Alves, N., Gresse von Wangenheim, C., y Rossa Hauck, J. C. (2020). Teaching Programming to Novices: A Large-scale Analysis of App Inventor Projects. 2020 XV Conferencia Latinoamericana de Tecnologias de Aprendizaje (LACLO), 1-10. https://doi.org/10.1109/LACLO50806.2020.9381172

Dass, N., Kim, J., Ford, S., Agarwal, S., y Chau, D. H. (Polo). (2018). Augmenting Coding: Augmented Reality for Learning Programming. Proceedings of the Sixth International Symposium of Chinese CHI, 156-159. https://doi.org/10.1145/3202667.3202695

De Siqueira, A. G., Feijoo-Garcia, P. G., y Stanley, S. P. (2021). BlockXR: A Novel Tangible Block-Based Programming Platform. 2021 IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC), 1-4. https://doi.org/10.1109/VL/HCC51201.2021.9576344

Del Bosque, L., Martinez, R., y Torres, J. L. (2015). Decreasing Failure in Programming Subject with Augmented Reality Tool. Procedia Computer Science, 75, 221-225. https://doi.org/10.1016/j.procs.2015.12.241

Deng, X., Wang, D., Jin, Q., y Sun, F. (2019). ARCat: A Tangible Programming Tool for DFS Algorithm Teaching. Proceedings of the 18th ACM International Conference on Interaction Design and Children, 533-537. https://doi.org/10.1145/3311927.3325308

Edifor, E., Swenson, A., y Aiyenitaju, O. (2021). A Virtual Reality Framework for Upskilling in Computer Programming in the Business Context. En M. C. tom Dieck, T. H. Jung, y S. M. C. Loureiro (Eds.), Augmented Reality and Virtual Reality (pp. 181-192). Springer International Publishing. https://doi.org/10.1007/978-3-030-68086-2_14

Esteves, A. M. da S., Santana, A. L. M., y Lyra, R. (2019). Use of Augmented Reality for Computational Thinking Stimulation through Virtual. 2019 21st Symposium on Virtual and Augmented Reality (SVR), 102-106. https://doi.org/10.1109/SVR.2019.00031

Fernando Batista, A., Thiry, M., Queiroz Gonçalves, R., y Fernandes, A. (2020). Using Technologies as Virtual Environments for Computer Teaching: A Systematic Review. Informatics in Education, 201-221. https://doi.org/10.15388/infedu.2020.10

Figueiredo, M., Cifredo-Chacón, M.-Á., y Gonçalves, V. (2016). Learning Programming and Electronics with Augmented Reality. En M. Antona y C. Stephanidis (Eds.), Universal Access in Human-Computer Interaction. Users and Context Diversity (Vol. 9739, pp. 57-64). Springer International Publishing. https://doi.org/10.1007/978-3-319-40238-3_6

Gardeli, A., y Vosinakis, S. (2019). ARQuest: A Tangible Augmented Reality Approach to Developing Computational Thinking Skills. 2019 11th International Conference on Virtual Worlds and Games for Serious Applications (VS-Games), 1-8. https://doi.org/10.1109/VS-Games.2019.8864603

Gardeli, A., y Vosinakis, S. (2020). The Effect of Tangible Augmented Reality Interfaces on Teaching Computational Thinking: A Preliminary Study. En M. E. Auer y T. Tsiatsos (Eds.), The Challenges of the Digital Transformation in Education (Vol. 916, pp. 673-684). Springer International Publishing. https://doi.org/10.1007/978-3-030-11932-4_63

Giannakos, M. N., Pappas, I. O., Jaccheri, L., y Sampson, D. G. (2017). Understanding student retention in computer science education: The role of environment, gains, barriers and usefulness. Education and Information Technologies, 22(5), 2365-2382. https://doi.org/10.1007/s10639-016-9538-1

Goyal, S., Vijay, R. S., Monga, C., y Kalita, P. (2016). Code Bits: An Inexpensive Tangible Computational Thinking Toolkit For K-12 Curriculum. Proceedings of the TEI ’16: Tenth International Conference on Tangible, Embedded, and Embodied Interaction, 441-447. https://doi.org/10.1145/2839462.2856541

Gusenbauer, M., y Haddaway, N. R. (2020). Which academic search systems are suitable for systematic reviews or meta‐analyses? Evaluating retrieval qualities of Google Scholar, PubMed, and 26 other resources. Research Synthesis Methods, 11(2), 181-217. https://doi.org/10.1002/jrsm.1378

Hartley, M. D., Ludlow, B. L., y Duff, M. C. (2015). Second Life®: A 3D Virtual Immersive Environment for Teacher Preparation Courses in a Distance Education Program. Rural Special Education Quarterly, 34(3), 21-25. https://doi.org/10.1177/875687051503400305

Hein, R. M., Wienrich, C., Latoschik, M. E., Human-Computer Interaction, Julius-Maximilians-Universität Würzburg, Am Hubland, D-97074 Würzburg, y Human-Technique Systems, Julius-Maximilians-Universität Würzburg, Oswald-Külpe-Weg 82, D-97074 Würzburg. (2021). A systematic review of foreign language learning with immersive technologies (2001-2020). AIMS Electronics and Electrical Engineering, 5(2), 117-145. https://doi.org/10.3934/electreng.2021007

Horst, R., Naraghi-Taghi-Off, R., Diez, S., Uhmann, T., Müller, A., y Dörner, R. (2019). FunPlogs – A Serious Puzzle Mini-game for Learning Fundamental Programming Principles Using Visual Scripting. En G. Bebis, R. Boyle, B. Parvin, D. Koracin, D. Ushizima, S. Chai, S. Sueda, X. Lin, A. Lu, D. Thalmann, C. Wang, y P. Xu (Eds.), Advances in Visual Computing (Vol. 11844, pp. 494-504). Springer International Publishing. https://doi.org/10.1007/978-3-030-33720-9_38

Im, H., y Rogers, C. (2021). Draw2Code: Low-Cost Tangible Programming for Creating AR Animations. Interaction Design and Children, 427-432. https://doi.org/10.1145/3459990.3465189

Ishihara, M., y Rattanachinalai, P. (2022). Learning basic concept of computer programming with path-finding task in ar and its properties. Education and Information Technologies, 27(1), 719-742. https://doi.org/10.1007/s10639-020-10416-9

Jin, Q., Liu, Y., Yuan, Y., Yarosh, L., y Rosenberg, E. S. (2020). VWorld: An immersive VR system for learning programming. Proceedings of the 2020 ACM Interaction Design and Children Conference: Extended Abstracts, 235-240. https://doi.org/10.1145/3397617.3397843

Jin, Q., Wang, D., Deng, X., Zheng, N., y Chiu, S. (2018). AR-maze: A tangible programming tool for children based on AR technology. Proceedings of the 17th ACM Conference on Interaction Design and Children, 611-616. https://doi.org/10.1145/3202185.3210784

Kambayashi, Y., Furukawa, K., y Takimoto, M. (2017). Design of Tangible Programming Environment for Smartphones. En C. Stephanidis (Ed.), HCI International 2017 – Posters’ Extended Abstracts (Vol. 714, pp. 448-453). Springer International Publishing. https://doi.org/10.1007/978-3-319-58753-0_64

Kanika, Chakraverty, S., y Chakraborty, P. (2020). Tools and Techniques for Teaching Computer Programming: A Review. Journal of Educational Technology Systems, 49(2), 170-198. https://doi.org/10.1177/0047239520926971

Kazimoglu, C. (2020). Enhancing confidence in using computational thinking skills via playing a serious game: A case study to increase motivation in learning computer programming. IEEE Access, 8, 221831-221851. https://doi.org/10.1109/ACCESS.2020.3043278

Kim, J., Agarwal, S., Marotta, K., Li, S., Leo, J., y Chau, D. H. (2019). Mixed Reality for Learning Programming. Proceedings of the 18th ACM International Conference on Interaction Design and Children, 574-579. https://doi.org/10.1145/3311927.3325335

Kitchenham, B., y Charters, S. (2007). Guidelines for performing Systematic Literature Reviews in Software Engineering , version 2.3 (EBSE Technical Report EBSE-2007-01; p. 65). School of Computer Science and Mathematics Keele University.

Liberatore, M. J., y Wagner, W. P. (2021). Virtual, mixed, and augmented reality: A systematic review for immersive systems research. Virtual Reality, 25(3), 773-799. https://doi.org/10.1007/s10055-020-00492-0

Lin, P.-H., y Chen, S.-Y. (2020). Design and Evaluation of a Deep Learning Recommendation Based Augmented Reality System for Teaching Programming and Computational Thinking. IEEE Access, 8, 45689-45699. https://doi.org/10.1109/ACCESS.2020.2977679

Magnenat, S., Ben-Ari, M., Klinger, S., y Sumner, R. W. (2015). Enhancing Robot Programming with Visual Feedback and Augmented Reality. Proceedings of the 2015 ACM Conference on Innovation and Technology in Computer Science Education, 153-158. https://doi.org/10.1145/2729094.2742585

Masso, N., y Grace, L. (2011). Shapemaker: A game-based introduction to programming. 2011 16th International Conference on Computer Games (CGAMES), 168-171. https://doi.org/10.1109/CGAMES.2011.6000334

Mehmood, E., Abid, A., Farooq, M. S., y Nawaz, N. A. (2020). Curriculum, Teaching and Learning, and Assessments for Introductory Programming Course. IEEE Access, 8, 125961-125981. https://doi.org/10.1109/ACCESS.2020.3008321

Mesia, N. S., Sanz, C., y Gorga, G. (2016). Augmented Reality for Programming Teaching. Student Satisfaction Analysis. 2016 International Conference on Collaboration Technologies and Systems (CTS), 165-171. https://doi.org/10.1109/CTS.2016.0045

Mina, D., Salah, J., y Abdennadher, S. (2022). ARcode: Programming for Youngsters Through AR. En F. De la Prieta, R. Gennari, M. Temperini, T. Di Mascio, P. Vittorini, Z. Kubincova, E. Popescu, D. Rua Carneiro, L. Lancia, y A. Addone (Eds.), Methodologies and Intelligent Systems for Technology Enhanced Learning, 11th International Conference (Vol. 326, pp. 65-74). Springer International Publishing. https://doi.org/10.1007/978-3-030-86618-1_7

Mystakidis, S., Christopoulos, A., y Pellas, N. (2021). A systematic mapping review of augmented reality applications to support STEM learning in higher education. Education and Information Technologies. https://doi.org/10.1007/s10639-021-10682-1

Nesenbergs, K., Abolins, V., Ormanis, J., y Mednis, A. (2020). Use of Augmented and Virtual Reality in Remote Higher Education: A Systematic Umbrella Review. Education Sciences, 11(1), 8. https://doi.org/10.3390/educsci11010008

Oberhauser, R., y Lecon, C. (2017). Virtual Reality Flythrough of Program Code Structures. Proceedings of the Virtual Reality International Conference - Laval Virtual 2017, 1-4. https://doi.org/10.1145/3110292.3110303

Ortega, F. R., Bolivar, S., Bernal, J., Galvan, A., Tarre, K., Rishe, N., y Barreto, A. (2017). Towards a 3D Virtual Programming Language to increase the number of women in computer science education. 2017 IEEE Virtual Reality Workshop on K-12 Embodied Learning through Virtual & Augmented Reality (KELVAR), 1-6. https://doi.org/10.1109/KELVAR.2017.7961558

Parmar, D., Isaac, J., Babu, S. V., D’Souza, N., Leonard, A. E., Jorg, S., Gundersen, K., y Daily, S. B. (2016). Programming moves: Design and evaluation of applying embodied interaction in virtual environments to enhance computational thinking in middle school students. 2016 IEEE Virtual Reality (VR), 131-140. https://doi.org/10.1109/VR.2016.7504696

Pellas, N., Kazanidis, I., Konstantinou, N., y Georgiou, G. (2017). Exploring the educational potential of three-dimensional multi-user virtual worlds for STEM education: A mixed-method systematic literature review. Education and Information Technologies, 22(5), 2235-2279. https://doi.org/10.1007/s10639-016-9537-2

Pellas, N., y Vosinakis, S. (2018a). Learning to Think and Practice Computationally via a 3D Simulation Game. En M. E. Auer y T. Tsiatsos (Eds.), Interactive Mobile Communication Technologies and Learning (Vol. 725, pp. 550-562). Springer International Publishing. https://doi.org/10.1007/978-3-319-75175-7_54

Pellas, N., y Vosinakis, S. (2018b). The effect of simulation games on learning computer programming: A comparative study on high school students’ learning performance by assessing computational problem-solving strategies. Education and Information Technologies, 23(6), 2423-2452. https://doi.org/10.1007/s10639-018-9724-4

Pierre, F., Zhao, F., y Koufakou, A. (2020). Learning programming in virtual reality environments. En X. Fang (Ed.), HCI in Games (Vol. 12211, pp. 448-457). Springer International Publishing. https://doi.org/10.1007/978-3-030-50164-8_33

Pirker, J., Dengel, A., Holly, M., y Safikhani, S. (2020). Virtual Reality in Computer Science Education: A Systematic Review. 26th ACM Symposium on Virtual Reality Software and Technology, 1-8. https://doi.org/10.1145/3385956.3418947

Pratisto, E. H., Thompson, N., y Potdar, V. (2022). Immersive technologies for tourism: A systematic review. Information Technology & Tourism, 24(2), 181-219. https://doi.org/10.1007/s40558-022-00228-7

Quaye, A. M., y Dasuki, S. I. (2017). A Computational Approach to Learning Programming Using Visual Programming in a Developing Country University. En P. J. Rich y C. B. Hodges (Eds.), Emerging Research, Practice, and Policy on Computational Thinking (pp. 121-134). Springer International Publishing. https://doi.org/10.1007/978-3-319-52691-1_8

Quéau, P. (1995). Lo virtual: Virtudes y vértigos. Paidós.

Radianti, J., Majchrzak, T. A., Fromm, J., y Wohlgenannt, I. (2020). A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda. Computers & Education, 147, 103778. https://doi.org/10.1016/j.compedu.2019.103778

Ramos, C., y Patino, T. (2016). Program with Ixquic: Educative Games and Learning in Augmented and Virtual Environments. 2016 8th International Conference on Games and Virtual Worlds for Serious Applications (VS-GAMES), 1-2. https://doi.org/10.1109/VS-GAMES.2016.7590359

Rodger, S. H., Brown, D., Hoyle, M., MacDonald, D., Marion, M., Onstwedder, E., Onwumbiko, B., y Ward, E. (2014). Weaving computing into all middle school disciplines. Proceedings of the 2014 Conference on Innovation & Technology in Computer Science Education - ITiCSE ’14, 207-212. https://doi.org/10.1145/2591708.2591754

Sajjanhar, A., y Faulkner, J. (2019). Second life as a learning environment for computer programming. Education and Information Technologies, 24(4), 2403-2428. https://doi.org/10.1007/s10639-019-09879-2

Schez-Sobrino, S., García, M. Á., Lacave, C., Molina, A. I., Glez-Morcillo, C., Vallejo, D., y Redondo, M. Á. (2021). A modern approach to supporting program visualization: From a 2D notation to 3D representations using augmented reality. Multimedia Tools and Applications, 80(1), 543-574. https://doi.org/10.1007/s11042-020-09611-0

Schez-Sobrino, S., Vallejo, D., Glez-Morcillo, C., Redondo, M. Á., y Castro-Schez, J. J. (2020). RoboTIC: A serious game based on augmented reality for learning programming. Multimedia Tools and Applications, 79(45-46), 34079-34099. https://doi.org/10.1007/s11042-020-09202-z

Segura, R. J., Pino, F. J., Ogáyar, C. J., y Rueda, A. J. (2020). VR‐OCKS: A virtual reality game for learning the basic concepts of programming. Computer Applications in Engineering Education, 28(1), 31-41. https://doi.org/10.1002/cae.22172

Sharma, S., y Ossuetta, E. (2017). Virtual Reality Instructional Modules in Education Based on Gaming Metaphor. Electronic Imaging, 2017(3), 11-18. https://doi.org/10.2352/ISSN.2470-1173.2017.3.ERVR-090

Simon, Luxton-Reilly, A., Ajanovski, V. V., Fouh, E., Gonsalvez, C., Leinonen, J., Parkinson, J., Poole, M., y Thota, N. (2019). Pass rates in introductory programming and in other STEM disciplines. Proceedings of the Working Group Reports on Innovation and Technology in Computer Science Education, 53-71. https://doi.org/10.1145/3344429.3372502

Singh, G. (2017). Using virtual reality for scaffolding computer programming learning. Proceedings of the 23rd ACM Symposium on Virtual Reality Software and Technology, 1-2. https://doi.org/10.1145/3139131.3141225

Sittiyuno, S., y Chaipah, K. (2019). ARCode: Augmented Reality Application for Learning Elementary Computer Programming. 2019 16th International Joint Conference on Computer Science and Software Engineering (JCSSE), 32-37. https://doi.org/10.1109/JCSSE.2019.8864173

Steffen, J. H., Gaskin, J. E., Meservy, T. O., Jenkins, J. L., y Wolman, I. (2019). Framework of affordances for virtual reality and augmented reality. Journal of Management Information Systems, 36(3), 683-729. https://doi.org/10.1080/07421222.2019.1628877

Steuer, J. (1992). Defining virtual reality: Dimensions determining telepresence. Journal of Communication, 42(4), 73-93. https://doi.org/10.1111/j.1460-2466.1992.tb00812.x

Stigall, J., y Sharma, S. (2017). Virtual reality instructional modules for introductory programming courses. 2017 IEEE Integrated STEM Education Conference (ISEC), 34-42. https://doi.org/10.1109/ISECon.2017.7910245

Suh, A., y Prophet, J. (2018). The state of immersive technology research: A literature analysis. Computers in Human Behavior, 86, 77-90. https://doi.org/10.1016/j.chb.2018.04.019

Swidan, A., Hermans, F., y Smit, M. (2018). Programming Misconceptions for School Students. Proceedings of the 2018 ACM Conference on International Computing Education Research, 151-159. https://doi.org/10.1145/3230977.3230995

T. Azuma, R. (1997). A survey of augmented reality. Presence: Teleoperators and Virtual Environments, 8(2-3), 355-385.

Tan, K. S. T., y Lee, Y. (2017). An Augmented Reality Learning System for Programming Concepts. En K. Kim y N. Joukov (Eds.), Information Science and Applications 2017 (Vol. 424, pp. 179-187). Springer Singapore. https://doi.org/10.1007/978-981-10-4154-9_22

Tanielu, T., ’Akau’ola, R., Varoy, E., y Giacaman, N. (2019). Combining Analogies and Virtual Reality for Active and Visual Object-Oriented Programming. Proceedings of the ACM Conference on Global Computing Education, 92-98. https://doi.org/10.1145/3300115.3309513

Theethum, T., Arpornrat, A., y Vittayakorn, S. (2021). Thinkercise: An educational VR game for Python programming. 2021 18th International Conference on Electrical Engineering/Electronics, Computer, Telecommunications and Information Technology (ECTI-CON), 439-442. https://doi.org/10.1109/ECTI-CON51831.2021.9454730

Theodoropoulos, A., y Lepouras, G. (2021). Augmented Reality and programming education: A systematic review. International Journal of Child-Computer Interaction, 30, 100335. https://doi.org/10.1016/j.ijcci.2021.100335

Vincur, J., Konopka, M., Tvarozek, J., Hoang, M., y Navrat, P. (2017). Cubely: Virtual reality block-based programming environment. Proceedings of the 23rd ACM Symposium on Virtual Reality Software and Technology, 1-2. https://doi.org/10.1145/3139131.3141785

Vosinakis, S., Anastassakis, G., y Koutsabasis, P. (2018). Teaching and learning logic programming in virtual worlds using interactive microworld representations: Teaching logic programming in virtual worlds. British Journal of Educational Technology, 49(1), 30-44. https://doi.org/10.1111/bjet.12531

Vosinakis, S., Koutsabasis, P., y Anastassakis, G. (2014). A Platform for Teaching Logic Programming Using Virtual Worlds. 2014 IEEE 14th International Conference on Advanced Learning Technologies, 657-661. https://doi.org/10.1109/ICALT.2014.193

Wee, C., y Yap, K. M. (2021). Design and Analysis of a Virtual Reality Game to Address Issues in Introductory Programming Learning. En N. Shaghaghi, F. Lamberti, B. Beams, R. Shariatmadari, y A. Amer (Eds.), Intelligent Technologies for Interactive Entertainment (Vol. 377, pp. 243-254). Springer International Publishing. https://doi.org/10.1007/978-3-030-76426-5_16

Wee, C., Yap, K. M., y Lim, W. N. (2022). iProgVR: Design of A Virtual Reality Environment to Improve Introductory Programming Learning. IEEE Access, 1-1. https://doi.org/10.1109/ACCESS.2022.3204392

Yi-Ming Kao, G., y Ruan, C.-A. (2022). Designing and evaluating a high interactive augmented reality system for programming learning. Computers in Human Behavior, 132, 107245. https://doi.org/10.1016/j.chb.2022.107245

Zhang, M., Zhang, Z., Chang, Y., Aziz, E.-S., Esche, S., y Chassapis, C. (2018). Recent developments in game-based virtual reality educational laboratories using the Microsoft kinect. International Journal of Emerging Technologies in Learning (IJET), 13(01), 138. https://doi.org/10.3991/ijet.v13i01.7773

Published
31-01-2023
How to Cite
López Solórzano, J. G., & Ángel Rueda, C. J. (2023). Systematic review of three-dimensional immersive digital environments in the teaching of programming. Distance Education Journal, 23(73). https://doi.org/10.6018/red.540731