This study presents the development of a student-centric framework for utilizing virtual reality (VR) technologies in education, specifically focusing on enhancing computational thinking skills. While numerous frameworks exist in this domain, they often lack consideration of student preferences, which are integral for fostering learner autonomy. Our proposed framework, with components developed from the constructivist learning theory, emphasises creating knowledge through interaction with the environment, focusing on autonomy, mastery and purpose as drivers of intrinsic outcomes. Through a survey administered to hundred and fifty-seven participants, we sought to identify student-preferred strategies for learning computational thinking skills "via" VR interventions. Results highlighted key challenges students face when working on computational tasks are related to algorithmic and abstraction thinking. To ease the aforementioned challenges, our findings suggest a preference among students for situated-based learning approaches within VR environments. Additionally, participants recognized the importance of motivational outcomes in improving autonomy and mastery within VR-based learning tasks. Students also preferred tasks that enhanced self-efficacy, contributing to a greater sense of purpose in their learning endeavours. Overall, this investigation sets a foundation for more student-centric, constructivist and intrinsically-based VR frameworks in education.