Computational thinking (CT) gained significant importance in education, leading to a surge in the development of dedicated instructional platforms. The cultivation of students’ CT skills posed a challenge, often involving the introduction of abstract and challenging-to-visualize programming concepts. This study aimed to bridge this gap by introducing an augmented reality-based coding game—an interactive learning platform designed to facilitate students in acquiring programming skills and enhancing their grasp of computational thinking concepts. The augmented reality (AR) digital game is specifically directed towards fundamental CT skills, such as pattern recognition, decomposition, abstraction, and developing algorithms. To evaluate the effectiveness of the AR game in enhancing CT skills, a study was conducted with 124 middle school students, entailing in grades 6th and 8th. The experimental group (N = 63) utilized the AR game, while the control group (N = 61) relied on conventional text materials. The findings of the experiment strongly supported the integration of AR technology along with game-based learning as a means to enhance CT knowledge and skills while simultaneously reducing cognitive load.

Augmented reality (AR) is a rapidly emerging technology in education, notably employed to enhance spatial understanding in engineering drawing. However, its impact on conceptual knowledge remains under-explored. This study assesses the acceptance of AR among engineering drawing students using an AR-based application called EDINAR. The research involved 392 first-year engineering students from a private engineering institute, who went through different methods for learning engineering drawing fundamentals. Performance analysis through an independent t-test demonstrated significant improvement among participants. Also, positive feedback on AR’s acceptance was received by participants. The result emphasizes the potential of AR to transform how engineering concepts are taught and comprehended by undergraduate students.

Digital learning experiences that promote interactive learning and engagement are becoming increasingly relevant. Educational games can be used to create an engaging learning atmosphere that allows knowledge acquisition through hands-on activities. Combining it with virtual reality (VR) allows users to interact with virtual environments, leading to a highly immersive learning experience. In this study, we explore how game achievements impact motivation and learning in a customizable VR learning environment. Using an A/B test involving 50 students, we utilized an interactive wave simulation to assess motivation, engagement, and the overall learning experience. Data collection involved standardized questionnaires, along with tracking interaction time and interactions within the virtual environment. The findings revealed that users who earned game achievements to unlock customization features felt significantly more accomplished when they mastered challenges and obtained all achievements. However, it was observed that adding achievements could also create pressure on students, leading to feelings of embarrassment when facing task failures. While achievements have the potential to enhance engagement and motivation, their excessive use may lead to distractions, anxiety, and reduced overall engagement. It shows that is crucial to find a good balance in employing game achievements within educational environments to ensure they contribute positively to the learning experience without causing undue stress or deterring learners.