VR Simulation: Advancing Practical Skills in Computer Science Education

This study presents the successful integration of Virtual Reality (VR) tools as an element in the computer science curriculum at the German University of Technology, Oman. The research study investigates the use of MyScore, a VR application developed by RWTH Aachen University - Teaching & Research Field Engineering Hydrology as an environment for computer hardware assembly and troubleshooting exercises. The VR simulation utilized in this study acts as a gamified environment, incorporating elements like scorekeeping and interactive challenges to enhance practical learning in computer science, akin to game-based strategies that engage and motivate students. Over some weeks, the project involved seven students and one tutor in immersive learning sessions to develop applied skills in computer hardware assembly with VR technology over conventional teaching methods. Structured surveys and direct observations were used for data collection through students' interactions with the VR sessions. We also evaluated the student's learning experiences as well as the usability of technology. The results showed that the user-friendliness of the VR interface and its ability to accurately simulate real-world tasks associated with computer assembly received both positive and negative reactions. While some students praised the technology for being pretty cutting-edge, some criticized it as unrealistic or non-interactive. We also received complaints that ranged from actually moving around in the virtual space to navigating only through teleportation spark points. Specifically, two students got motion sickness, which is a well-known obstacle associated with VR environments, and consequently left the sessions prematurely. The feedback of the instructor pointed out that setting up the VR equipment is straightforward and described some potential methods. Still, a call for more reliability in simulations and better interfaces began to surface as nevertheless less controversial agenda items. However, the instructor saw how VR has the potential to revolutionize educational practices. Providing interactive views between the VR device and students that can act as new learning methods. The present study extends the discussion on educational technology by providing empirical evidence of the benefits and challenges experienced in deploying VR for technical education implementation. These findings thus support the continued development and validation of VR technologies in pursuit of improved commitment, cost-effectiveness, immersion, and environment quality that may maximize learning outcomes in future educational applications.