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Table 7 Instruments used to collect large data on iThinkSmart App

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

Constructs

Code

Sources

Items

Goal Clarity

GCL1

Fu et al. (2009), Fokides et al. (2019)

Overall game goals were presented in the beginning of the game

 

GCL2

 

Overall game goals were presented clearly

 

GCL3

 

Intermediate goals were presented in the beginning of each scene

 

GCL4

 

Intermediate goals were presented clearly

Challenge

CHA1

Fu et al. (2009)

The challenge is adequate, neither too difficult nor too easy

 

CHA2

 

The game provides ‘‘hints” in text that help me overcome the challenges

 

CHA3

 

The game provides video or audio auxiliaries that help me overcome the challenges

 

CHA4

 

The difficulty of challenges increase as my skills improved

Feedback

FB1

Fu et al. (2009), Fokides et al. (2019)

I receive feedback on my progress in the game

 

FB2

 

I receive immediate feedback on my actions

 

FB3

 

I am notified of new tasks immediately

 

FB4

 

I am notified of new events immediately

 

FB5

 

I receive information on my success (or failure) of intermediate goals immediately

Immersion

IMM1

Hamari et al., (2016), Makransky and Petersen (2019)

I lost track of time while playing the VR application

 

IMM2

 

I became very involved in the VR application forgetting about other things

 

IMM3

 

I was involved in the VR application to the extent that I lost track of time

 

IMM4

 

I forget about time passing while playing the game

Adequacy of the learning contents/material

ADQ1

Fokides et al. (2019)

The good organization of the content helped me to be confident that I would learn this material

 

ADQ2

 

I could relate the content of this game to things I have seen, done, or thought about in my own life

Comprehension

COMP1

Lee et al. (2010)

The VR application made the comprehension of the topic easier

 

COMP2

 

The VR application made the memorization of the topic easier

Reflective thinking

RFL1

Makransky and Petersen (2019)

The VR application enabled me to reflect on how I learned

 

RFL2

 

The VR application enabled me to link new knowledge with previous knowledge and experiences

 

RFL3

 

The VR application enabled me to become a better learner

Interaction

INT1

Bellur and Sundar (2017)

I had the impression that I could be active in the virtual environment

 

INT2

 

I felt that the objects in the VR application could almost be touched

 

INT3

 

I felt the objects in the VR application were aware of my presence

 

INT4

 

When interacting with the virtual objects, these interactions seemed like real ones