Teaching and Learning in a Virtual World Integrated with Situation-based learning by Four-D Model for Grade 12 Students to Develop Computational Thinking Skills

Abstract

This research aims to design and develop a virtual reality-based instructional plan integrated with scenario-based learning using the Four-D Model for Grade 12 students to enhance computational thinking skills, examine the development of these skills through the instructional approach, and investigate students’ attitudes toward this method. The study involved 32 Grade 12 students from the 2022 academic year at a secondary school under the Nakhon Ratchasima Secondary Educational Service Area Office. Data were analyzed using percentage, mean, standard deviation, and one-way repeated measures ANOVA to assess differences in computational thinking skill scores across three evaluations. The findings revealed statistically significant improvements in students' computational thinking skills at a 0.05 confidence level, and their overall attitude toward the instructional approach was rated highly (x̅ = 4.08, SD = 0.85).