Smart Learning Environments

Table 2 Item combined loadings and cross loadings

From: 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

	IMM	INT	CHA	FB	COMP	RFL	GCL	ADQ
IMM1	0.747
IMM2	0.754
IMM3	0.871
IMM4	0.881
INT1	− 0.481	0.752
INT2	− 0.035	0.781
INT3	0.41	0.880
INT4	0.039	0.733
CHA1	− 0.066	− 0.193	0.874
CHA2	0.26	− 0.025	0.781
CHA3	0.191	0.209	0.967
CHA4	− 0.424	− 0.017	0.778
FB1	− 0.247	− 0.375	− 0.51	0.797
FB2	0.494	0.14	0.749	0.829
FB3	− 0.234	− 0.181	− 0.396	0.706
FB4	− 0.419	0.353	0.325	0.711
FB5	0.262	0.062	− 0.173	0.955
COMP1	− 0.064	− 0.021	− 0.053	0.25	0.936
COMP2	0.064	0.021	0.053	− 0.25	0.936
RFL1	− 0.649	− 0.243	− 0.184	− 0.266	0.52	0.876
RFL2	0.377	0.258	0.332	0.047	− 0.791	0.798
RFL3	0.307	0.008	− 0.12	0.225	0.203	0.868
GCL1	0.062	0.078	0.464	− 0.799	0.016	0.109	0.761
GCL2	0.191	0.069	0.39	− 0.089	0.01	− 0.546	0.847
GCL3	0.358	0.07	0.012	0.114	− 0.724	0.339	0.775
GCL4	− 0.66	− 0.233	− 0.941	0.807	0.733	0.159	0.738
ADQ1	0.01	0.007	− 0.019	− 0.009	0.259	− 0.088	0.015	0.972
ADQ2	− 0.01	− 0.007	0.019	0.009	− 0.259	0.088	− 0.015	0.972

IMM immersion, INT interaction, CHA game challenge, FB feedback, COMP Comprehension, RFL reflective thinking, GCL goal clarity, ADQ adequate learning contents. Bold values indicates the corresponding latent variables

Back to article page