The The Development of a Learning Model in the Metaverse Environment Using Scaffolding Techniques to Promote Collaborative Problem-Solving for Undergraduate Students

Abstract

This study aimed to 1) develop a learning model in the metaverse environment using scaffolding techniques to promote collaborative problem-solving for undergraduate students; 2) compare collaborative problem-solving skills between a control group and an experimental group using the developed learning model; and 3) compare the learning achievement between the two groups. The samples were second-year undergradu-ate students in the Bachelor of Education program enrolled in Learning Management Methodology 2. The study included 35 students whose major is computer education in the experimental group and the other 35 students from general science in control group. All of them were selected by cluster random sampling. The research instruments used were the developed learning model, lesson plans, a collaborative problem-solving skills test, and a learning achievement test. Data were analyzed using mean, standard deviation, and an independent t-test. The findings revealed that 1) the developed learning model consisted of four com-ponents: (1) the metaverse learning environment, (2) scaffolding, (3) collaborative problem-solving learning, and (4) evaluation. Students utilized five distinct steps: (1) shared understanding, (2) collaborative planning, (3) knowledge communication and sharing, (4) co-ordination and execution, and (5) monitoring and reflec-tion while conducting the activities. The model achieved an efficiency of 82.32/80.36. 2) The collaborative problem-solving skills of the experimental group were significantly higher than those of the control group at the .01 level. 3) The learning achievement of the experimental group was also significantly higher than that of the control group at the .01 level.