Integrating Computational Thinking Into Immersive Construction Education: A Framework for VR‐Based Learning

ABSTRACT The rise of automation and robotics in construction demands educational shifts to develop core cognitive skills like computational thinking (CT). However, current learning environments often lack hands‐on, iterative problem‐solving opportunities due to safety, cost, and logistical constraints. While virtual reality (VR) shows promise for construction education, existing implementations lack embedded CT support and active workflow design opportunities. This paper addresses these gaps by developing and evaluating an integrated framework for construction education, grounded in constructivism and constructionism, that embeds computational thinking principles in immersive environments via block‐based programming interfaces. The framework enables learners to decompose complex construction tasks, design solutions, simulate workflow execution, and iteratively refine processes in dynamic scenarios and was deployed across three settings: lab‐based, informal summer camp, and formal classroom contexts. Results demonstrated large effect sizes across all CT dimensions ( d > 1.18), dimensions, decomposition, abstraction, algorithm design, and evaluation, with mean confidence ratings significantly exceeding scale midpoints ( p < 0.001). This research establishes the foundation for VR‐based CT pedagogy in construction education, offering a scalable approach to prepare future professionals for collaborative human‐machine work environments and addressing critical workforce development needs.