Computer Architecture Learning-based Educational Interactive Experiences using VR-based Gamification

The integration of immersive technology in higher education demands a thorough evaluation that goes beyond technological capabilities, especially in Computer Architecture. Prior to implementing these advanced tools, it is crucial to understand the contextual variables that significantly affect students' willingness to adopt innovations. This study examines the significant role of Urgency and Need Analysis in shaping students' feelings of virtual reality (VR)-based gamification in Computer Architecture Organization courses. Using quantitative research methods, data were collected from a sample of 100 students, including those currently enrolled in the course and those who had successfully completed it. This data was then analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM), an analytical approach that facilitates understanding of complex relationships. These findings reveal that perceived urgency specifically affects students' perceived need to incorporate VR-based gamification into their learning experiences. In addition, Needs Analysis emerges as a crucial factor, exerting a significant positive influence on students' perceptions and serving as a partial mediator in the relationship between Urgency and Perception. The results of this study indicate that students' acceptance of VR-based gamification is strongly shaped by the alignment of instructional needs with the educational pressures they experience, rather than by the intrinsic appeal of innovative technology. Thus, this study emphasizes the importance of conducting a comprehensive needs assessment and evaluating contextual readiness as a basic step for the successful integration of immersive learning technology in technical education. By prioritizing these elements, educators can lay the groundwork for fostering an environment in which innovative teaching methods can thrive, ultimately improving student engagement and learning outcomes.