Can embodied interaction and virtual peer customization in a virtual programming environment enhance computational thinking?

To address the problem of underexposure, underrepresentation, and underproduction of diverse professionals in the field of computing, we target middle school education using an idea that combines computational thinking with dance and movement choreography. This lightning talk delves into a virtual reality education and entertainment application named Virtual Environment Interactions (VEnvI). Our in vivo study examines how VEnvI can be used to teach fundamental computer science concepts such as sequences, loops, variables, conditionals, functions, and parallel programming. We aim to reach younger students through a fun and intuitive interface for choreographing dance movements with a virtual character. Our study contrasts the highly immersive and embodied virtual reality metaphor of using VEnvI with a non-immersive desktop metaphor. Additionally, we examine the effects of user attachment by comparing the learning results gained with customizable virtual characters in contrast with character presets. By analyzing qualitative and quantitative user responses measuring cognition, presence, usability, and satisfaction, we hope to find how virtual reality can enhance interest in the field of computer science among middle school students.