IMPLICATIONS OF VIRTUAL REALITY ON THE TEACHING AND LEARNING OF COMPUTER SCIENCE COURSES IN HIGHER INSTITUTIONS OF LEARNING

Abstract

Most Computer Science courses are inherently abstract because they are founded on theoretical principles, logical structures and computational processes that are not physically tangible or directly observable. Courses such as Discrete Mathematics, Compiler Design, Automata Theory, and Artificial Intelligence require learners to develop mental models and engage in complex logical reasoning, which makes them difficult to comprehend through traditional teaching approaches. This has adverse implications such as low academic performance and cognitive overload on the teaching and learning of Computer Science courses in higher institutions of learning. Hence, this study highlights the implications of Virtual Reality (VR) as a teaching strategy for Computer Science courses. The study adopted a literature review approach by examining relevant peer reviewed scholarly articles retrieved from academic databases using keywords related to Virtual Reality, Computer Science, and higher education. Articles were selected based on their relevance to the objectives of the study. The selected studies were reviewed and synthesised using a thematic narrative approach to identify the benefits and challenges associated with the use of VR in teaching abstract Computer Science concepts. The review indicates that VR enhances students’ comprehension of abstract Computer Science concepts, improves students’ engagement and enhances better retention of complex concepts. The review, however, identified high cost of procurement and maintenance, as well as technical limitations as some of the challenges of VR for teaching and learning of Computer Science courses in higher institutions of learning. The study concludes that VR serves as a promising pedagogical strategy for addressing the challenges posed by the abstract nature of Computer Science courses.