The Effect of Virtual Reality Assisted Robotics Coding Teaching on Spatial Visualization and Coding Skills

Abstract

The aim of this study is to examine the effect of virtual reality (VR) assisted robotic coding teaching, which is a different platform used in robotic coding education, on spatial visualization and coding skills. In order to achieve this aim, a research was designed according to the quasi-experimental design with pre-test post-test control group. 56 sophomore students studying in the Elementary Mathematics Teaching program were divided into experimental and control groups. In the experimental application, which lasted for 4 weeks in total, 8 hours of VR assisted robotic coding teaching was given to the experimental group. Students both created and coded the robots using virtual reality versions of the LEGO® Mindstorms EV3 robot sets. In the control group, the students physically used the LEGO® Mindstorms EV3 robot sets and coded the robots they prepared. Before and after the instruction, the spatial visualization and coding skills of the participants in the experimental and control groups were measured and their changes at the end of the process were examined. As a result of the research, it was determined that there was a significant increase in the coding skills and spatial development, spatial rotation and spatial view skills of the pre-service teachers in the Elementary Mathematics Teaching program, who designed and codes robots using virtual reality technology. Accordingly, it was concluded that the use of virtual reality technology instead of the physical sets used in robotic coding teaching had a similar effect on students' coding skills.