What could the metaverse add to primary students’ collaborative inquiry-based coding activities in the physical classroom: An empirical study on group cohesion and immersion

What could the metaverse add to primary students’ collaborative inquiry-based coding activities in the physical classroom: An empirical study on group cohesion and immersion

• Song, Yanjie The Education University of Hong Kong
• Tao, Lei The Education University of Hong Kong
• Wu, Kaiyi The Education University of Hong Kong
• Yau, Jacky The Education University of Hong Kong

International Congress on Educational Futures (ICEF2024) (2024: Hong Kong)

• G 課程與教學:個別教學範疇
  • GC 數學及統計學
    • GCA 教學目標、課程及評鑑

Metaverse in Education Group Cohesion Inquiry-based Learning Immersive Seamless Learning Environment Coding Activities

• Hong Kong

• 1997.7 onwards

• 小學教育

This empirical study aims to enhance group cohesion, a critical factor for collaborative learning success and immersion in inquiry-based coding activities in a metaverse platform – Learningverse. The study involved two classes of Grade 5 students engaging in a two-hour coding activity, which required them to assemble robotics using VEXcode GO and a Code Base in groups. An inquiry-based learning consisting of ‘engage, explore, create, explain, evaluate’ was adopted in the instructional design. Class A (23 students) as the control group conducted the activity in a traditional classroom setting; while, Class B (28 students) conducted the activity across the metaverse platform and physical classroom settings in an immersive, seamless learning environment. Data collection involved log data in the metaverse, questionnaire on immersion, pre-and post-domain and interviews. The findings show that students in the experimental group showed a higher degree of group cohesion and immersion than those in the control group; and students in the experimental group outperformed those in the control group in conceptual understanding. The study sheds light on the potential of the metaverse in enhancing group cohesion and immersion which, in turn, helps improve group learning performance in an immersive seamless learning environment. Copyright © 2024 The Education University of Hong Kong.

Paper presented at International Congress on Educational Futures (ICEF2024), Hong Kong, China.

• 英文

會議論文

https://bibliography.lib.eduhk.hk/tc/bibs/94803221

2024-10-09