Article: Unlocking computational thinking: immersive technologies for solving complex problems Journal: International Journal of Technology Enhanced Learning (IJTEL) 2026 Vol.18 No.5 pp.1 - 24 Abstract: Computational thinking (CT) is a key competency in higher education, enhancing abstraction, pattern identification, and algorithm design to address complex problems related to sustainable development goal 10 (SDG10) on reducing inequities. This study employed a quasi-experimental pre-test and post-test design to assess the impact of a training program on 330 students from ITESM (Mexico) and USAC (Guatemala). Through four sessions, students engaged in activities on abstraction, decomposition, pattern recognition, and algorithm design. Results indicated significant improvements in self-perception and problem-solving, though the impact was moderate due to prior exposure to these concepts. While generalisation is limited by sample and context, findings highlight CT's potential as a vital educational tool. Future research should explore early interventions and inclusive strategies to broaden CT's applicability across diverse educational settings. Inderscience Publishers - linking academia, business and industry through research

Title: Unlocking computational thinking: immersive technologies for solving complex problems

Authors: Carlos Enrique George-Reyes; Luis Magdiel Oliva-Córdova; Silvia Patricia Bustamante-Ruiz

Addresses: Universidad Bolivariana del Ecuador, Km 5 1/2, via Durán, Durán, Ecuador ' Humanities Faculty, University of San Carlos de Guatemala, Guatemala 01012, Guatemala ' Universidad Bolivariana del Ecuador, Km 5 1/2, via Durán, Durán, Ecuador

Abstract: Computational thinking (CT) is a key competency in higher education, enhancing abstraction, pattern identification, and algorithm design to address complex problems related to sustainable development goal 10 (SDG10) on reducing inequities. This study employed a quasi-experimental pre-test and post-test design to assess the impact of a training program on 330 students from ITESM (Mexico) and USAC (Guatemala). Through four sessions, students engaged in activities on abstraction, decomposition, pattern recognition, and algorithm design. Results indicated significant improvements in self-perception and problem-solving, though the impact was moderate due to prior exposure to these concepts. While generalisation is limited by sample and context, findings highlight CT's potential as a vital educational tool. Future research should explore early interventions and inclusive strategies to broaden CT's applicability across diverse educational settings.

Keywords: computational thinking; CT; complex thinking; educational innovation; problem-solving; higher education.

DOI: 10.1504/IJTEL.2026.154188

International Journal of Technology Enhanced Learning, 2026 Vol.18 No.5, pp.1 - 24

Received: 18 Mar 2025
Accepted: 03 May 2025
Published online: 16 Jun 2026 *

Title: Unlocking computational thinking: immersive technologies for solving complex problems

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