Designing and Evaluating an Immersive Extended Reality (XR) Learning Experience for Computer Science and Engineering Students

This study focused on an XR camp designed to integrate multiple subjects into one course, providing students with an immersive, creative, and engaging interdisciplinary learning experience. This study explored the distribution of cognitive development stages among computer science students (CSSs) and engineering students (ESs). Additionally, we compared differences in learning styles, levels of participation and contributions, and learning outcomes between the two groups and verified whether the degree of participation and contributions could predict learning outcomes. The subjects were 54 students (39 = CSSs, 15 = ESs) who participated in the XR camp course from 2020–2021. The students completed the active experiment scale in the 1st week; rated team members using a peer assessment rubric and projects using a work rubric in the 6th, 11th, and 16th weeks; completed the learning ability scales; and participated in interviews in the 18th week. Following their participation in the XR camp, 87% of the students developed high-level cognitive abilities in the XR camp. For the CSSs, course participation positively predicted cognitive development stages, work performance, and collaborative problem-solving abilities, with peer assessments positively influencing work performance. The ESs demonstrated greater interdisciplinary competence, and course participation also positively predicted work performance. These students could also apply XR knowledge and technology to other situations, confirming that the XR camp is conducive to learning for students from diverse backgrounds.