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<p>Nowadays, Virtual Reality (VR) technologies are more affordable and accessible, enabling their application in different fields, including education. This study evaluates students’ experiences and learning outcomes when using 3D visualizations to teach linked lists in a Data Structures course. We developed a VR tool covering key topics in linked lists, including three modules: unordered lists, stacks, and queues. The tool offers both educational and gaming modes, featuring interactive 3D visualizations. Additionally, the educational mode provides explanations in Arabic to support comprehension. The evaluation employed a comprehensive questionnaire and separate quizzes for each of the three linked list implementations. These instruments were designed to assess students’ experiences and perceptions of the effectiveness of learning linked lists using the VR tool compared to other educational tools commonly used by information technology students. Twenty-one students with little or no prior knowledge of Linked Lists tested the VR tool and compared it with other educational tools commonly used by information technology students at Jordan University of Science and Technology (JUST). The participants evaluated the VR tool positively, recommending its use as a learning aid with an average rating of 4.48 out of 5. They also highlighted its effectiveness in enhancing their understanding of the material, with an average rating of 4.71 out of 5; only a small fraction reported discomfort. One notable finding was that male students performed better than female students when learning with the VR tool, while both genders performed equally for other learning tools. The quiz results suggest that the visualized tools, including the VR tool and Visualgo, were associated with higher mean scores than recorded lectures; however, these differences did not reach statistical significance. The results of this study suggest that VR has the potential to motivate students and educators to explore virtual reality and visualized learning tools in computer science education, particularly for abstract topics such as Linked Lists. More broadly, this work highlights the promise of VR as a supportive instructional approach that may enhance engagement and conceptual understanding, warranting further investigation with larger and more diverse samples.</p>

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Virtual reality for teaching linked lists: an experimental evaluation in computer science education

  • 期刊论文

  • 发表日期：

    2026年3月30日

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  • Dana ElRushaidat,
  • Qanita Bani Baker,
  • Ghaith Aldiabat,
  • Omar Alnajjar

摘要

Nowadays, Virtual Reality (VR) technologies are more affordable and accessible, enabling their application in different fields, including education. This study evaluates students’ experiences and learning outcomes when using 3D visualizations to teach linked lists in a Data Structures course. We developed a VR tool covering key topics in linked lists, including three modules: unordered lists, stacks, and queues. The tool offers both educational and gaming modes, featuring interactive 3D visualizations. Additionally, the educational mode provides explanations in Arabic to support comprehension. The evaluation employed a comprehensive questionnaire and separate quizzes for each of the three linked list implementations. These instruments were designed to assess students’ experiences and perceptions of the effectiveness of learning linked lists using the VR tool compared to other educational tools commonly used by information technology students. Twenty-one students with little or no prior knowledge of Linked Lists tested the VR tool and compared it with other educational tools commonly used by information technology students at Jordan University of Science and Technology (JUST). The participants evaluated the VR tool positively, recommending its use as a learning aid with an average rating of 4.48 out of 5. They also highlighted its effectiveness in enhancing their understanding of the material, with an average rating of 4.71 out of 5; only a small fraction reported discomfort. One notable finding was that male students performed better than female students when learning with the VR tool, while both genders performed equally for other learning tools. The quiz results suggest that the visualized tools, including the VR tool and Visualgo, were associated with higher mean scores than recorded lectures; however, these differences did not reach statistical significance. The results of this study suggest that VR has the potential to motivate students and educators to explore virtual reality and visualized learning tools in computer science education, particularly for abstract topics such as Linked Lists. More broadly, this work highlights the promise of VR as a supportive instructional approach that may enhance engagement and conceptual understanding, warranting further investigation with larger and more diverse samples.