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Environ."],"abstract":"<jats:title>Abstract<\/jats:title>\n                  <jats:p>Researchers are increasingly exploring educational games in immersive virtual reality (IVR) environments to facilitate students\u2019 learning experiences. Mainly, the effect of IVR on learning outcomes has been the focus. However, far too little attention has been paid to the influence of game elements and IVR features on learners\u2019 perceived cognition. This study examined the relationship between game elements (challenge, goal clarity, and feedback) as pedagogical approach, features of IVR technology (immersion and interaction), and learners\u2019 perceived cognition (reflective thinking and comprehension). An experiment was conducted with 49 undergraduate students who played an IVR game-based application (iThinkSmart) containing mini games developed to facilitate learners\u2019 computational thinking competency. The study employed partial least squares structural equation modelling to investigate the effect of educational game elements and learning contents on learner\u2019s cognition. Findings show that goal clarity is the main predictor of learners\u2019 reflective thinking and comprehension in an educational game-based IVR application. It was also confirmed that immersion and interaction experience impact learner\u2019s comprehension. Notably, adequate learning content in terms of the organisation and relevance of the content contained in an IVR game-based application significantly moderate learners\u2019 reflective thinking and comprehension. The findings of this study have implications for educators and developers of IVR game-based intervention to facilitate learning in the higher education context. In particular, the implication of this study touches on the aspect of learners\u2019 cognitive factors that aim to produce 21st-century problem-solving skills through critical thinking.<\/jats:p>","DOI":"10.1186\/s40561-023-00233-1","type":"journal-article","created":{"date-parts":[[2023,2,23]],"date-time":"2023-02-23T04:04:10Z","timestamp":1677125050000},"update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":44,"title":["Examining the relationships between students\u2019 perceptions of technology, pedagogy, and cognition: the case of immersive virtual reality mini games to foster computational thinking in higher education"],"prefix":"10.1186","volume":"10","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-9171-7175","authenticated-orcid":false,"given":"Friday Joseph","family":"Agbo","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-0266-3989","authenticated-orcid":false,"given":"Sunday Adewale","family":"Olaleye","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-4161-5816","authenticated-orcid":false,"given":"Matt","family":"Bower","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-9895-6796","authenticated-orcid":false,"given":"Solomon Sunday","family":"Oyelere","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"297","published-online":{"date-parts":[[2023,2,23]]},"reference":[{"issue":"7","key":"233_CR1","doi-asserted-by":"publisher","first-page":"832","DOI":"10.1093\/comjnl\/bxs074","volume":"55","author":"AV Aho","year":"2012","unstructured":"Aho, A. 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