Computational thinking (CT) and spatial thinking (ST) are pivotal key competencies for K-12 learners, with robot programming acting as a pivotal medium for fostering them. However, prior research has yet to systematically investigate the differential support that VR and desktop modes provide for the growth of CT and ST. This study aimed to examine the impacts of these modes on learners’ CT and ST performance and learning experience in robot programming. An experiment was conducted with 61 recruited participants, divided into a VR mode (N = 30) and a desktop mode (N = 31). Both modes completed four progressive difficulty tasks involving 3D maze construction and robot path programming. Results showed that the VR mode significantly outperformed the desktop mode in ST. In contrast, the desktop mode excelled in CT. Cognitive load did not differ significantly between the two modes, but the VR mode exhibited higher learning engagement and perceived usefulness. Findings highlight the divergent strengths of the two modes, providing targeted empirical guidance for selecting instructional tools and designing curricula in K-12 robot programming education.
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