  This paper represents a pilot study examining learners who are new to
computer science (CS). Subjects are taught to program in one of two virtual
reality (VR) applications developed by the researcher that use interactable
objects representing programming concepts. The different versions are the basis
for two experimental groups. One version of the app uses textual code for the
interactable programming objects and the other version uses everyday objects as
visual metaphors for the CS concepts the programming objects represent. For the
two experimental groups, the study compares the results of self-efficacy
surveys and CS knowledge tests taken before and after the VR activity
intervention. An attitudinal survey taken after the intervention examines
learners' sense of productivity and engagement with the VR activity. While
further iterations of the study with a larger sample size would be needed to
confirm any results, preliminary findings from the pilot study suggest that
both methods of teaching basic programming concepts in VR can lead to increased
levels of self-efficacy and knowledge regarding CS, and can contribute toward
productive mental states.
