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Citation: Al-Muqbil, N.S.M. Impact of
Metaverse Technology on Academic
Achievement and Motivation in
Middle School Science. Multimodal
Technol. Interact. 2024,8, 91. https://
doi.org/10.3390/mti8100091
Academic Editor: Stephan Schlögl
Received: 22 August 2024
Revised: 2 October 2024
Accepted: 9 October 2024
Published: 12 October 2024
Copyright: © 2024 by the author.
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4.0/).
Multimodal Technologies
and Interaction
Article
Impact of Metaverse Technology on Academic Achievement and
Motivation in Middle School Science
Norah Saleh Mohamed Al-Muqbil
Department of Curricula and Teaching Methods, College of Education in Al-Kharj, Prince Sattam bin Abdulaziz
University, Al Kharj 11942, Saudi Arabia; n.almoqpl@psau.edu.sa
Abstract: This study explores the effects of Metaverse technology on middle school learners’ academic
performance and motivation in science subjects. Utilizing a quasi-experimental design, 33 students in
the experimental group were exposed to the Metaverse for one semester, while 32 students in the
control group continued with traditional teaching methods at School 148 in Riyadh. Data collection
instruments included a validated science achievement test and a motivation scale. The results
demonstrated that the nodes were statistically significantly improved in the experimental group,
receiving an average post-test score of 73.1, as compared with the control group, receiving an average
post-test score of 65.9 (t = 2.3, p< 0.05). The scores in motivation were also slightly higher in the
experimental group, with a mean of 26.9, as compared with the control group, with a mean of 17.1
(
t = 5.75
,p< 0.05). For academic achievement and motivation, the effect sizes were quite high: fixed
effect = 1.091; random effect equals 1.086. These results demonstrate the possibilities of Metaverse
technology in revolutionizing the way students learn science. This technology could be a valuable
tool for instruction in science classes to enhance performances and influence students’ attitudes
positively towards enhanced learning environments in schools.
Keywords: Metaverse technology; science education; academic achievement; learning motivation;
middle school students
1. Introduction
Most teachers use technology to improve the educational process and provide better
environments for students to learn parts of their curricula. They have improved communi-
cation and information technology by creating educational platforms using virtual worlds
and utilizing the flexibility of the internet to provide learning opportunities regardless of
time and location. With technological advances, 3D environments have evolved into virtual
reality (VR) and augmented reality (AR), each offering unique features that enhance their
applicability to the learning environment. VR sets up mock reality by providing an entirely
visual and auditory experience (Bailey & Bailenson, 2017) [
1
]. Undoubtedly, specific sub-
jects, particularly in the sciences, necessitate the integration of these technologies in their
instruction. Technology plays a crucial role in teaching these subjects because AR and VR
technologies can present scientific content in a manner that simulates reality. This approach
aids students in comprehending biological processes within cells and their environments
and explains natural cosmic phenomena, reinforcing accurate scientific concepts (Fromm
et al., 2021) [2].
A significant development in 3D environments is known as “the Metaverse”. The
Metaverse is one of the most essential unconventional global projects. It represents a
promising Internet application that maintains continuous connections in 3D format. Users
can shop, entertain themselves, or learn through avatars within it, working much like a
channel or medium between the physical and virtual worlds. Although the Metaverse
concept was created several decades ago, it only took on clear, pointed meaning after
30 years
. In 2021, one of the most significant steps associated with the term and concept of
Multimodal Technol. Interact. 2024,8, 91. https://doi.org/10.3390/mti8100091 https://www.mdpi.com/journal/mti
Multimodal Technol. Interact. 2024,8, 91 2 of 17
the “Metaverse” came into broad discussion with the rebranding of Facebook into Meta
by Zuckerberg (2021) [
3
]. Separate platforms that provide access to the Metaverse include
Second Life, Decentraland, Sandbox, and Stage Verse (De Felice et al., 2023) [4].
On the education front, Metaverse learning uses the power of artificial intelligence,
virtual reality, and other technologies. This would provide teachers and learners—the
students—with a direct and participatory learning method within a virtual learning envi-
ronment. This approach is aligned with the following chief objective of the “Next Genera-
tion AI Development Plan” that the State Council of the United States announced in 2017:
creating a student-centered education environment that would provide accurate education
services and enable personalized education throughout one’s life. Consequently, the Meta-
verse represents a profound modern teaching innovation including VR modeling, collective
intelligence, cross-media analysis, reasoning, and hybrid augmented intelligence education.
It is, therefore, a new trend in learning that is most inviting for learners to participate in the
learning process compared with traditional teaching in terms of environment and concepts
(Liu, 2022) [5].
Furthermore, the Metaverse relies heavily on advanced technologies such as virtual,
augmented, and mixed reality to offer an immersive virtual environment. In turn, they
facilitate the creation of realistic conditions for a simulated experience in virtual spaces.
Although VR and AR offer different immersion levels, they are similar when considering the
parameters of immersion, presence, and engagement (Gokasar et al., 2023) [
6
]. Immersion
evaluates the effectiveness of VR, AR, and MR in creating a life-like environment. The
user’s sense of physical presence within the environment is known as presence, whereas the
learner’s heightened interest, focus, and enjoyment, classified into behavioral, emotional,
and cognitive engagement, are known as engagement (Hamari et al., 2016) [
7
]. This
combination offers a unique learning experience comparable to real-life experiences.
The application of the Metaverse to teaching science is based on its positive effect on
the academic achievement of students, improved learning outcomes, increased engage-
ment, and a proper understanding of sophisticated scientific concepts. Metaverse-based
science education fosters a culture of lifelong learning that stimulates people of all ages
to explore and understand the ever-changing aspects of science. Metaverse platforms
provide an immersive, thus, interactive, experience for understanding the concepts of
science by students. These platforms are not limited by geographical areas, ensuring high-
quality educational content for a broad audience (Al-Yakin & Seraj, 2023) [
8
]. With infinite
customization, this educational perspective enables science teaching in the extraordinary
virtual environment of the Metaverse. One can design lecture halls, hospitals, offices, and
clinics nearly simulated in physical reality, allowing for better interactions. Metaverse
environments of educational experiences encourage students to participate in research and
learn from a didactic perspective, fostering fun, excitement, and interactivity. Diaz et al.
(2020) [9] reported that this enhances academic achievement.
According to Zeidan (2003) [
10
], the motivation to learn is an essential feature of
science education because it focuses students’ attention on realizing goals, increasing
interest and activity, stimulating thinking processes, directing activity towards a specific
result, reducing distraction, and aiding readiness to learn. The Metaverse, with its attractive
and impressive environment, can boost student motivation. Yang et al. (2024) [
11
] found,
through an experimental study, that there is a significant relationship between a Metaverse
environment and motivation for learning. Game-based learning experiences in a Metaverse
environment establish internal and external controls as intermediaries between playing in
the Metaverse and learning satisfaction. Thus, the five game elements of challenge, reward,
feedback, project-based, and social interaction increase learning motivation and, hence,
learning satisfaction.
Nevertheless, science is intrinsically a cumulative subject since it requires learners to
attain a high level of academic achievement, which would help them better understand
and recall previous information further and relate it to current information. Academic
achievement is the prime goal of education since it acts as the only basis for a student
Multimodal Technol. Interact. 2024,8, 91 3 of 17
to achieve success, advance to higher grades, and stream into various tracks other than
gaining admittance to the university. Despite its importance, academic achievement is
generally low across multiple subjects, particularly science, and has declined at different
educational levels. This has necessitated investigating the causes of this decline and
attempting to overcome them by applying new educational strategies that increase students’
motivation to learn (Al-Semirat, 2023) [
12
]. Hence, the Arab students’ unsatisfactory results
in international tests such as TIMSS and PISA drive a growing interest in developing science
teaching methods that adopt modern educational approaches. For instance, Saudi Arabian
students ranked 40th on the TIMSS test, which is disappointing (BouJaoude, 2020) [13].
Several studies have shown that students in Saudi Arabia need modern science teach-
ing strategies to improve their academic achievement and attention to science, as well as to
elevate their motivation for learning to a level that encourages exploration and scientific
achievement. For example, Al-Bishri (2022) [
14
] confirmed low academic achievement
among middle school students and the need for interactive digital strategies. Additionally,
Al-Balushi (2024) [
15
] recommended implementing 3D technologies because of their posi-
tive impact on student achievement, revealing a significant positive effect of augmented
reality on the academic performance of fourth-grade students in science. Emssaidoun
(2021) [
16
] noted low motivation among students to learn science due to a lack of appro-
priate educational tools, insufficient activity and application, and a lack of stimulating
resources. Thus, students need modern strategies to enhance their motivation to study
science, particularly digital learning strategies and modern technologies (Elgendy et al.,
2021) [
17
]. Employing the Metaverse as one of the latest digital technologies aligns with
Saudi Arabia’s Vision 2030, which seeks to promote digital learning and use the latest
technologies, focusing on science and mathematics (Vision 2030, 2017). Conferences have
highlighted the importance of advancing and developing teaching methods and learn-
ing environments and integrating digital and interactive environments. For instance, the
International Conference on Technology in Mathematics Education has highlighted the
importance of researching the use of augmented reality and similar technologies in teaching
(Figueiredo, 2015) [18].
The current research attempts to show how the incorporation of Metaverse technology
may affect performance and desire to learn among students who are taught through
technology. Specifically, this research aims to answer the following questions: (1) how can
you define Metaverse technology? My second research question is as follows: (2) in what
manner does applying Metaverse technology in the teaching of science subjects impact the
academic performance of middle school students? Further regarding this research question,
my third research question is (3) in what manner does applying Metaverse technology
affect school learners regarding their interest in learning science? This study is therefore
carried out in a way that produces empirical data on whether learning science subjects are
enhanced through a Metaverse environment.
There is little research in the current literature that examines the implementation of
the Metaverse in middle school learning environments. However, the current literature
provides an overrepresentation of research that seeks to explore the implementation of VR
and AR within non-elementary university learning environment settings. Furthermore,
prior research has primarily focused on broad outcomes like students’ engagement or
satisfaction levels, but real-world investigations of the impact of the Metaverse on learn-
ers’ achievement and motivation in science, a timely subject for the development of the
competencies required for the future STEM workforce, are scarce. This is the case for Saudi
Arabia, where learner achievement in mathematics and science, as confirmed by TIMSS
and PISA, has largely been poor, which is a situation that calls for more creative approaches
toward enhancing learning and engagement in science education.
This study seeks to address these gaps by identifying how the use of Metaverse tech-
nology in middle school science classes can address the two aspects of achievement. In so
doing, this research provides a quasi-experimental account of how Metaverse environments
may be used to support learning outcomes. Different from prior research attempts that
Multimodal Technol. Interact. 2024,8, 91 4 of 17
focused on VR or AR in some aspects of education, this research offers an idea about the
full-fledged use of the Metaverse to potentiate science education and encourage students
to engage in constructive and innovative learning and exploration.
In this way, this study contributes to the growing body of knowledge by addressing
the following key areas: first, the scarcity of published papers on Metaverse use in middle
school science, and second, the paucity of data documenting the effects of IVLEs on
both achievement and motivational elements. The expected contribution of this study
is the provision of real-life implications to educators and policymakers, especially in the
formulation of education policies that match modern technological innovations, thus
assisting in achieving the general goal of enhancing education outcomes in science.
The research objectives are as follows:
1.
To understand Metaverse technology and its importance in teaching science through
literature reviews.
2.
To explore the impact of employing Metaverse technology in teaching science to
enhance academic achievement among middle school students.
3. To investigate the impact of employing Metaverse technology in teaching science on
the motivation of middle school students.
Several factors contribute to the theoretical significance of this research. It provides
a theoretical overview of Metaverse technology and its applications in science education,
marking the first study of its kind in the Arab educational field (to the best of our knowl-
edge). There is a scarcity of Arabic studies that address the Metaverse. This research
examines the following dependent variables: academic achievement in science and motiva-
tion toward learning, along with related definitions and literature. It explores the impact of
employing modern technology, specifically Metaverse technology, on student performance.
It emphasizes the necessity for science subjects to incorporate modern technology into
their teaching.
The current research also holds practical significance. It provides measurement tools
designed by the researcher, including an achievement test in science and a motivation scale,
which can be utilized in future studies and serve as references for other researchers in
designing their instruments. The results are critical for assessing middle school students’
academic achievement and motivation in science, thereby contributing to understanding
the impact of technologies such as the Metaverse, virtual reality, and augmented reality on
academic performance and motivation. This research allows teachers to experiment with
new teaching technologies that simplify science education.
This research investigates the impact of Metaverse technology on enhancing academic
achievement and motivation for learning in science courses among second-grade middle
school students. This study was conducted during the first semester of the academic year
1445 AH at School 148 in Riyadh. The study sample consisted of female second-grade
middle school students.
2. Literature Review
Recent studies highlight the transformative potential of Metaverse technology in
enhancing academic achievement and motivation in middle school science education. Ana-
lyzing new publications, one can identify the discursive shift in Metaverse technology to
improve educational outcomes and motivation in middle school science education. In a
quantitative study using a case study at Prince Saud Elementary School, Otim (2023) [
19
]
established that the features of virtual and augmented reality in classroom teaching and
learning stimulated students’ passion and boosted their understanding of scientific con-
cepts. It is clear from the study that teachers require proper resources and student training
to embrace Metaverse gadgets in their teaching practice. In line with these, Al-Nawaiseh
et al. (2023) [20] used a quasi-experimental research design, a “post-test for single group’”
with 100 Mutah University students. Their study showed a positive change in students’
perceptions of learning through augmented reality platforms, thus advocating for the Meta-
Multimodal Technol. Interact. 2024,8, 91 5 of 17
verse in education and future research. Also, the recent work by Fanguy and Kharbash
(2023) [
21
] outlined recommendations for conducting virtual activities in the context of the
Metaverse. In their specific case, their research using a week’s educational program at a
South Korean university contrasted social learning in the Metaverse to present high levels
of course comprehension regarding abstract and complex scientific theories such as the
hard and soft acids and bases (HSAB) theory and high overall satisfaction.
Yang et al. (2024) [
11
] later investigated the motivational aspect using game design
principles in a Metaverse environment. A study by Itzhak and colleagues of 117 under-
graduate students showed that incorporating aspects like difficulties, incentives, and social
factors in the virtual learning environment independently enhanced learners’ motivation
and satisfaction. These cumulative outcomes presented here exemplify the immense value
of Metaverse technology within educational settings; however, they also highlight the
imperative for further investigation on the method of integration and teacher professional
development programs.
After examining prior studies and comparing their findings, this paper presents the
points of agreement, differences, research gaps, unique aspects of the current study, key
points not addressed by previous studies, and the author’s academic contribution.
Previous studies by Otim (2023) [
19
], Al-Nawaiseh et al. (2023) [
20
], Fanguy and
Kharbash (2023) [
21
], and Yang et al. (2024) [
11
] agreed that Metaverse technology has
a significant positive impact on enhancing students’ learning experiences and motiva-
tion. Each study highlights the interactive and engaging nature of the Metaverse, which
transforms traditional learning methods by employing virtual reality, augmented reality,
and virtual worlds to make scientific concepts more accessible and enjoyable to students.
Additionally, these studies recommended further integrating Metaverse technology in
educational settings and advocating teacher training to maximize its benefits.
Despite overarching agreement, these studies differ in their specific focuses, method-
ologies, and sample populations. Otim (2023) [
19
] used a qualitative approach involving
semi-structured interviews with a small sample of elementary school students. In con-
trast, Al-Nawaiseh et al. (2023) [
20
] employed a quasi-experimental design with a larger
university-level sample. Fanguy and Kharbash (2023) [
21
] provided guidelines for imple-
menting Metaverse activities in a university setting, focusing on HSAB theory. In contrast,
Yang et al. (2024) [
11
] examined the application of game principles in Metaverse technol-
ogy to boost learning motivation among undergraduate students. These methodological
differences highlight Metaverse technology’s diverse applications and potential across
educational levels and contexts.
The identified research gap is the limited application of Metaverse technology at the
middle school level, as most previous studies have focused on elementary or university
students. Additionally, while the existing research confirms the effectiveness of Metaverse
technology in various educational settings, there is a need for more empirical evidence on
its impact on middle school students’ science achievement and motivation. The current
study aims to fill this gap by applying Metaverse technology at the middle school level and
verifying its effectiveness through a science achievement test and motivation scale.
Previous studies have not fully addressed the specific impact of Metaverse technology
on middle school students’ science achievements and motivation. Additionally, the existing
literature lacks a detailed analysis of adapting Metaverse technology to meet middle school
students’ developmental and cognitive needs. Furthermore, the existing literature does
not thoroughly explore the integration of a science achievement test and a motivation scale
specifically designed for middle school students.
The author’s academic contribution lies in providing a novel application of Meta-
verse technology at the middle school level, extending the current understanding of its
effectiveness across different educational stages. This study provides valuable insights
into enhancing science education and motivation in middle school students by utilizing a
science achievement test and a specific motivation scale for this age group. This research
Multimodal Technol. Interact. 2024,8, 91 6 of 17
fills a significant gap in the literature and provides practical recommendations for educators
and policymakers on integrating Metaverse technology in middle school curricula.
Current technologies like virtual reality (VR), augmented reality (AR), and the Meta-
verse have been the subject of research in education in the last few years, mostly in relation
to teaching and learning achievements as well as motivation. Among the limited literature
in this area, Otim (2023) [
19
] conducted a quantitative case study that targeted Prince Saud
Elementary School. Otim’s observations stressed that technology with the help of VR
and AR improved the learners’ interest and understanding of scientific knowledge; at the
same time, it pointed to the need for the preparation of adequate technology resources and
training for educators. In the same context, Al-Nawaiseh et al. (2023) carried out a quasi-
experimental study at Mutah University that investigated the effects of augmented reality
platforms on perceptions of learning. Their results were in line with the optimistic effects
of augmented reality in creating changes to educational learning and, as such, embodied a
potentially more powerful impact from the Metaverse given the immersion materialized in
AR. Their study indicated that there is a need to conduct research on the more generic use
of these technologies, especially in other learning environments.
The work by Fanguy and Kharbash (2023) also attempted to take the discussion of
carrying out educational activities in the Metaverse to the next level by offering suggestions
based on real data collected during a week of a program at a Korean university. In their
study, they successfully tested information deepening, particularly the HSAB theory, as
well as captured the affective domain through student satisfaction. Their paper shows that
in addition to creating interest in students, Metaverse technology can be used to help teach
concepts when the material is difficult to explain. Yang and colleagues (2024) paid particular
attention to the motivational aspect, highlighting the use of challenge, reward, and social
aspects of game elements in the Metaverse, and reported an increase in motivation and
learning satisfaction among undergraduate students. These studies together have pointed
out the opportunity to use the Metaverse in education.
However, these popular ideas about the utilities of these up-and-coming technologies
can be offset by differences in Metaverse integration to these studies. For example, Otim
(2023) [
19
] conducted a cross-sectional study with students from one elementary school, in
contrast to the cross-sectional study conducted with university students by Al-Nawaise et al.
(2023). The sample populations and research settings equally and significantly differed,
where some research was conducted among university science course students, while
other research was conducted among young scholars. These variations underscore the
diverse applications of Metaverse technology, yet they also expose the following significant
research gap: the relatively low use of the Metaverse in middle school learning, specifically
science learning. Even though previous works confirm the effectiveness of the Metaverse
as an educational platform in terms of university education, it is still uncertain how the
platform can influence students’ results regarding middle school education.
To that end, this study is designed to fill that gap by incorporating the virtue of
Metaverse technology into supporting and nurturing middle school science education and
achievement in academic outcome and motivation. Unlike the existing research that has
predominantly targeted older L/New Oriental students or the features and perspectives of
learning, this study considers the general possibilities of the Metaverse for young learners
at a critical developmental age. Furthermore, there is a lack of information in the current
literature concerning how Metaverse technology might be used and advanced to address
the developmental and cognitive abilities of middle school students. Connecting current
science achievement tests and the motivation scale for this age group, this research provides
valuable information about the successful application of the Metaverse in middle school
science learning. Moreover, these findings offer practical implications for practice and
policy related to the use of this advanced technology in middle school education.
In sum, based on the literature, we see the advantages of incorporating some of
the most recent technologies such as VR, AR, and the Metaverse in learning, but still,
little research has been conducted to determine how these tools have a positive effect on
Multimodal Technol. Interact. 2024,8, 91 7 of 17
middle school students especially in the context of science lessons. This study seeks to
address that gap by establishing the effectiveness of the Metaverse in enhancing both
academic performance and motivation among middle school students. In this way, it
develops the existing information and provides significant contributions to the field of
educational technology.
3. Theoretical Framework
3.1. Metaverse Technology
The Metaverse is “a modern internet-connected technology offering users an immer-
sive social experience through augmented reality that mimics the real world” (Braguez
et al., 2023, p. 504) [
22
]. It features a blockchain-based economic system, blending virtual
and real worlds into a unique economic and social system for each user, where users can
create and modify content (Braguez et al., 2023) [
22
]. Operationally, it is defined as “a mod-
ern technology that combines virtual reality, augmented reality, and artificial intelligence
using specific tools, such as mobile phones and dedicated glasses. It allows students to
merge the virtual and real worlds in their locations, facilitating science teaching through
lessons designed for the virtual environment, enabling interaction and experimentation”.
The Metaverse offers several benefits in education, particularly in science teaching, such as
creating virtual laboratories that allow students to conduct experiments and interact with
complex models (Rahmat et al., 2022) [
23
], providing an engaging learning environment
that simulates real-world scenarios (Qadir, 2023) [
24
], reducing costs compared with tradi-
tional laboratories (Qadir, 2023) [
24
] and facilitating social interaction and collaboration
among students (Jovanovi´c & Milosavljevi´c, 2022) [25].
3.2. Academic Achievement
Academic achievement is defined as “the sum of knowledge and information acquired
by a student through educational experiences resulting from effort exerted during learning,
whether at school, home, or reading books, measurable by school tests, typically reflecting
the student’s overall grade at the end of the year” (Al-Fakhri, 2018, p. 11) [
26
]. Opera-
tionally, it is defined in the current research as “the amount of knowledge and information
accumulated by a student over a specific period of study and revision, or the benefit gained
from the science subject, as measured by the achievement test prepared for this purpose”.
Academic achievement is a critical indicator of a student’s success, educational level,
and curriculum comprehension (Khaled, 2017) [27]. It determines a student’s appropriate
type of study and aids in career selection. Moreover, it contributes to developing students’
personalities, ensuring satisfaction with their needs, and protecting them from behavioral
problems (Khaled, 2017) [
27
]. Metaverse technology positively impacts academic achieve-
ment in science education by assisting students in learning innovatively and interactively
(Otim, 2023) [
19
], enabling them to apply experiments in three-dimensional environments
(Al-Qarni, 2024) [
28
], as well as simulating complex scientific phenomena and simplifying
them in a novel and educational manner (Otim, 2023) [19].
3.3. Motivation
Motivation is “an internal force or latent energy within a student that creates a de-
sire for learning and academic achievement” (Hajouji & Khalafah, 2019) [
29
]. Generally,
motivation is defined as “an internal energy inherent in living beings that stimulates and
motivates them to perform specific behaviors in their external world” (Askar, 2019) [
30
].
The current research defines it as “an internal drive within a student that propels them
towards learning, enhancing their mental and physical capabilities and activity positively
towards achieving the learning goal” (Theoretical Framework of Dr Nourah, n.d.).
Motivation plays a crucial role in guiding students and effectively accomplishing
their educational tasks, enhancing good outcomes, encouraging the pursuit of success,
and fostering perseverance until they reach the balance necessary to achieve their goals
(Kahal et al., 2020) [
31
]. Another important aspect is that motivation releases students’
Multimodal Technol. Interact. 2024,8, 91 8 of 17
latent energy, stimulates their activities, and encourages them to engage in learning science
(Al-Salem et al., 2020) [
32
]. The Metaverse technology positively influences students’
motivation in science learning by increasing students’ enthusiasm and motivation to study
the subject by providing a lively and engaging educational experience (Al-Harthy & Al-
Essa, 2022) [
33
] and enhancing student participation and interaction in science activities
and experiments (Al-Yakin & Seraj, 2023) [8].
4. Methodology
4.1. Research Design and Sample
This study employed a quasi-experimental design with partial control for the following
equivalent groups: experimental and control groups. The research population comprised
150 female middle school students from School 148 in Riyadh, Saudi Arabia. A purposive
sample of 67 third-year students was selected and divided into two groups using a lottery
system. The experimental group (Group A, n= 33) studied using Metaverse technology,
while the control group (Group B, n= 34) studied using traditional methods.
4.2. Instruments
The following research tools were developed for this study: the Academic Achieve-
ment Test in Science and the Motivation Scale for Learning.
4.3. Academic Achievement Test in Science
The Academic Achievement Test in Science was designed to measure students’ aca-
demic achievement in the experimental and control groups during pre-test and post-test
applications. The test content was based on the “Matter and Energy” unit from the second-
grade science book (first semester) prescribed for third-grade middle school students in
Saudi Arabia. The test consisted of 20 multiple-choice questions and 20 true/false ques-
tions on scientific terms, with a total score of 40 points. The test’s validity was established
through expert judgment, and its reliability (Cronbach’s alpha = 0.84) was found to be
adequate (Hamid, 2016) [
34
]. The difficulty index for the test items ranged from 31 to 59,
and the discrimination index ranged between 0.33 and 0.70, indicating acceptable levels
(Al-Emam et al., 1990) [35].
4.4. Motivation Scale for Learning
The Motivation Scale for Learning was developed to measure middle school students’
motivation toward learning science before and after using Metaverse technology. The
scale’s dimensions and items were formulated based on a literature review and existing
scales (Elgendy et al., 2021; Al-Otaibi & Al-Dughaim, 2018; Jad, 2021) [
17
,
36
,
37
]. The
following four dimensions were selected for their relevance to the Metaverse environment
and science subject: (1) desire to learn science and a positive attitude toward it, (2) focus on
learning and completing tasks, (3) stimuli in the learning environment, and (4) ambition
and perseverance. The initial version of the scale included 25 items, and responses were
measured using a five-point Likert scale.
4.5. Procedures
The procedural steps of this study were as follows: The procedures for this research
were multistep. First, the research instruments that were used in this study were developed,
namely, the Academic Achievement Test in Science and the Motivation Scale for Learning.
Subsequently, samples were chosen and then divided between the experimental and control
groups. Both groups were given the achievement test and motivation scale as the pre-
tests. The experimental group followed instructions in the “Matter and Energy” unit
via the Metaverse, while the control used conventional teaching methods. Finally, after
the completion of treatment, post-tests were given to both groups. Descriptive statistics,
including mean and standard deviation, and inferential statistics, including independent
Multimodal Technol. Interact. 2024,8, 91 9 of 17
sample t-tests, analysis of variance (ANOVA), effect size, correlation coefficients, and
Cronbach’s alpha, were used to answer the research questions.
Table 1illustrates the weighted value scores and corresponding motivation levels
for the responses on a five-point Likert scale. “Strongly Agree” is scored as 5 (4.21–5.00),
indicating a very high motivation level; “Agree” is scored as 4 (3.41–4.20), indicating a
high motivation level; “Neutral” is scored as 3 (2.61–3.40), indicating a medium motivation
level; “Disagree” is scored as 2 (1.81–2.60), indicating a low motivation level; and “Strongly
Disagree” is scored as 1 (1.00–1.80), indicating a very low motivation level. This table
provides a clear framework for interpreting levels of agreement and motivation based
on scores.
Table 1. Weighted value scores and response scores on scale items using the five-point Likert scale.
Degree of Agreement
Score Category Range Motivation Level
Strongly Agree 5 4.21–5 Very High
Agree 4 3.41–4.20 High
Neutral 3 2.61–3.40 Medium
Disagree 2 1.81–2.60 Low
Strongly Disagree 1 1–1.80 Very Low
4.6. Validity and Reliability
Face validity, popularly referred to as content validity, is the first stage of preparing
scale items for evaluation. Five members of the faculty who focus on methods of teaching
science also examined the items and proposed a rating of their accuracy, in relation to each
type of dimension, and relevance for measuring agreement. The reviewers’ agreement rate
of about 80% endorsed the level of consensus and the validity of the tool. After consid-
ering reviews from the panel of reviewers, modifications were made, and the eventually
developed scale comprised four dimensions, including 24 items. After that, the validity
of the scale was examined, and the Cronbach alpha coefficients of various dimensions are
depicted in Table 2.
Figure 1and Table 3show that the overall Cronbach’s alpha reliability coefficient for
the scale was 0.901. The reliability coefficients for the scale dimensions ranged from 0.921
to 0.931. These coefficients are both appropriate and acceptable, indicating that the scale
has suitable reliability (El-Khateeb & El-Khateeb, 2011, p. 102) [38].
Multimodal Technol. Interact. 2024, 8, x FOR PEER REVIEW 10 of 17
Figure 1 and Table 3 show that the overall Cronbach’s alpha reliability coecient for
the scale was 0.901. The reliability coecients for the scale dimensions ranged from 0.921
to 0.931. These coecients are both appropriate and acceptable, indicating that the scale
has suitable reliability (El-Khateeb & El-Khateeb, 2011, p. 102) [38].
Figure 1. Number of items in each dimension of the scale.
4.7. Preparing the Unit for Employing Metaverse Technology
The current research utilized the ADDIE instructional design model, summarized in
Table 3.
Table 3. Instructional design of science lessons according to the ADDIE model.
ADDIE Design
Phase
Key Procedures
Analyze
Identify learning objectives, learner characteristics, technical requirements, content analysis, main
scientific concepts of the unit, and activities and experiences that suit learner needs.
Design
Select content represented in unit lessons. Identify the information and media to be used in the
unit. Present content interactively to ensure student engagement. Design activities to fit the
Metaverse environment. Select the appropriate Metaverse platform, found at https://recroom.com/
(accessed on 13 July 2024), that is free and suitable for the students’ age group. Identify tools and
technologies to be used in the Metaverse environment (e.g., mobile phone, VR headset).
Develop
Create the Metaverse environment by building a virtual environment suitable for the unit content.
Integrate educational content into the Metaverse environment. Test the Metaverse environment to
ensure functionality. Develop activities and program and test interactive activities within the
Metaverse environment for effectiveness and appeal. Develop assessment tools by designing and
integrating assessment tools into the Metaverse environment to measure student learning.
Implement
Deliver the unit to students. Guide students to access the Metaverse environment and explain the
rules for its use. Manage the learning process by monitoring the learning process, providing
student support, and giving feedback on performance.
Evaluate
Evaluate student learning and assess the unit’s effectiveness by applying tests.
4.8. Distribution of the Science Curriculum
The prescribed lessons for teaching science to second-year middle school students
were distributed according to the usual schedule, maintaining a standard weekly distri-
bution of four periods per week. The lessons from the selected unit were integrated into
the existing weekly lesson plan without any modications.
4.9. Student Learning Methods (According to the Virtual Environment of Metaverse Technology)
The researcher designed lessons to be compatible with virtual presentations, utiliz-
ing the platform’s available features to aid in explaining information.
4.10. Research Procedures
6
7
5
6Desire to Learn Science and a Positive Attitude
Effectiveness and Activity in Learning
Learning Environment Stimuli
Ambition and Perseverance
Figure 1. Number of items in each dimension of the scale.
Table 2. Cronbach’s alpha values are used to measure the reliability of the learning motivation scale
for middle school students.
Dimension of the Scale Number of Items Cronbach’s Alpha
Desire to Learn Science and a Positive Attitude
6 0.931
Effectiveness and Activity in Learning 7 0.921
Learning Environment Stimuli 5 0.901
Ambition and Perseverance 6 0.91
Multimodal Technol. Interact. 2024,8, 91 10 of 17
4.7. Preparing the Unit for Employing Metaverse Technology
The current research utilized the ADDIE instructional design model, summarized
in Table 3.
Table 3. Instructional design of science lessons according to the ADDIE model.
ADDIE Design Phase Key Procedures
Analyze
Identify learning objectives, learner characteristics, technical
requirements, content analysis, main scientific concepts of the unit,
and activities and experiences that suit learner needs.
Design
Select content represented in unit lessons. Identify the information
and media to be used in the unit. Present content interactively to
ensure student engagement. Design activities to fit the Metaverse
environment. Select the appropriate Metaverse platform, found at
https://recroom.com/ (accessed on 13 July 2024), that is free and
suitable for the students’ age group. Identify tools and technologies
to be used in the Metaverse environment (e.g., mobile phone,
VR headset).
Develop
Create the Metaverse environment by building a virtual environment
suitable for the unit content. Integrate educational content into the
Metaverse environment. Test the Metaverse environment to ensure
functionality. Develop activities and program and test interactive
activities within the Metaverse environment for effectiveness and
appeal. Develop assessment tools by designing and integrating
assessment tools into the Metaverse environment to measure
student learning.
Implement
Deliver the unit to students. Guide students to access the Metaverse
environment and explain the rules for its use. Manage the learning
process by monitoring the learning process, providing student
support, and giving feedback on performance.
Evaluate Evaluate student learning and assess the unit’s effectiveness by
applying tests.
4.8. Distribution of the Science Curriculum
The prescribed lessons for teaching science to second-year middle school students were
distributed according to the usual schedule, maintaining a standard weekly distribution of
four periods per week. The lessons from the selected unit were integrated into the existing
weekly lesson plan without any modifications.
4.9. Student Learning Methods (According to the Virtual Environment of Metaverse Technology)
The researcher designed lessons to be compatible with virtual presentations, utilizing
the platform’s available features to aid in explaining information.
4.10. Research Procedures
Pre-Application of Research Tools
The research group at School 148 in Riyadh received a pre-test for academic achieve-
ment in science (covering the selected unit) on 2/4/1445 AH. The scores were recorded, and
the mean and standard deviation of the research tools’ pre-application results
were calculated
.
Table 4indicates no significant difference between the scores of the experimental group
and the control group on the academic achievement test in science (specifically, the achieve-
ment test for the Matter and Energy unit, using the same test pre- and post-application).
On 2/4/1445 AH, the research group at School 148 in Riyadh conducted a pre-
application of the motivation scale. The scores were recorded, and the mean and standard
deviation of the pre-application results of the research tools were calculated.
Table 5shows no significant difference in the scores between the experimental and
control groups on the motivation scale for learning science material. The experimental
group received instruction in the science unit using the Metaverse technique, whereas the
Multimodal Technol. Interact. 2024,8, 91 11 of 17
control group received guidance for the same unit (Matter and Energy) using conventional
methods. We taught the unit using the Metaverse technique during the first semester of the
1445 AH academic year, from 2/4/1445 to 18/4/1445. After completing the teaching of
the chosen unit (Matter and Energy) using the Metaverse technique for the experimental
group, the research tools (achievement test and motivation scale toward learning) were
reapplied to measure students’ scores after the teaching experiment. The post-application
of the test and research scale was conducted on 18/4/1445 AH.
Table 4. Pre-test academic achievement in science.
Group Mean Score Standard
Deviation Calculated “T” Value Tabular “T” Value Statistical
Significance
Control Group 65.9 11
3.7 2.2 Not Statistically
Significant
Experimental
Group 2 66.1 11.5
Table 5. Preliminary application of the motivation scale.
Group Mean Score Standard
Deviation Calculated “T” Value Tabular “T” Value Statistical
Significance
Control Group 17.1 6.7
4.2 1.9 Not Statistically
Significant
Experimental
Group 2 17.3 7.1
4.11. Statistical Analysis
The results were recorded and statistically analyzed using both descriptive and in-
ferential statistical techniques. Descriptive statistics involved calculating the research
group’s mean and standard deviation in both the motivation scale’s preliminary and post-
application stages. Inferential statistics were used to calculate the significance and effect
size for the paired samples, using a program to determine the significance of the differ-
ences between the scores of the experimental and control groups. To answer the research
questions, various statistical methods were employed including the independent sample
t-test for comparing the means of two groups, analysis of variance (ANOVA) and effect
size calculation, correlation coefficients to calculate internal consistency, and Cronbach’s
alpha method to assess test reliability.
5. Results
We addressed the research questions and presented the results to achieve the research
objectives. We took the following steps to answer the second research question “What
was the impact of using the Metaverse technique in science education on the academic
performance of middle school students?” We conducted an independent sample t-test
to identify differences between the scores of the experimental and control groups. We
calculated means, standard deviations, and t-values to identify statistically significant
differences between the experimental and control groups’ scores on the science achievement
test. Table 6below illustrates the results.
Table 6. T-value and significance level for the control vs. experimental groups in academic achievement.
Group Mean Score Standard
Deviation Calculated “T” Value Tabular “T” Value Statistical
Significance
Control Group 65.9 12.10
2.3 1.97 Statistically
Significant
Experimental
Group 2 73.1 10
Multimodal Technol. Interact. 2024,8, 91 12 of 17
The results in Table 7indicate a significant increase in the calculated t-value compared
with the tabulated value (1.97) at a significant level of 0.05. This suggests statistically
significant differences between the scores of the experimental group, taught using the
Metaverse technique, and the control group, taught using traditional methods, in the
science academic achievement test. Therefore, this study rejected the first hypothesis. This
highlights the positive impact of Metaverse techniques on teaching science materials and
students’ academic achievement. Students engage in a learning experience that simulates
reality, which enhances their acquisition and retention of information and ultimately leads
to higher academic achievement. These findings are consistent with those reported by
Al-Nawaiseh et al. (2023) [20] and Otim (2023) [19].
5.1. The Effect of the Metaverse Technique on Academic Achievement in Science
The effect size (d) was calculated for the independent variable (Metaverse technique)
on the dependent variable (academic achievement in science). The eta-squared (
η2
) value
was obtained, representing the total variance in the dependent variable (achievement),
which can be attributed to the independent variable (Metaverse technique). The following
table elucidates the effect size values and coefficients specific to the independent variable
of the current research, which represents the Metaverse technique, and the dependent
variable, which represents academic achievement in science. An eta value of 0.13 indicates
a large effect, and if it reaches 0.21, it indicates a very large effect (Hassan, 2011, p. 283) [
39
].
Table 7. Impact of the independent variable (Metaverse technique) on the dependent variable
(academic achievement).
Independent
Variable
Dependent
Variable η2Value d Value Effect Size
Metaverse
Technique
Academic
Achievement 0.193 1.091 Very Large
The preceding table reveals a value of 0.193 and a d value of 1.091, indicating a very
large effect size. This suggests that employing the Metaverse technique has a significant
impact on scientific academic achievement.
5.2. The Results for the Third Research Question
To address the third research question, “What is the effect of employing the Metaverse
technique in science education on students’ learning motivation in middle school?”, the
means, standard deviation, and t-test values were calculated. These calculations revealed
statistically significant differences between the experimental and control groups’ scores on
the learning motivation scale, as presented in the following table:
Upon examination of the previous Table 8, it is evident that the calculated t-value
is greater than the tabulated value, precisely 1.99, at a significance level of 0.05. This
indicates statistical differences between the scores of the experimental group, taught using
the Metaverse technique, and the control group, taught using conventional methods, on
the learning motivation scale. This implies rejection of the second research hypothesis,
suggesting a positive impact of the Metaverse technique on learning motivation among
middle school students. This Metaverse environment provides an engaging and unique
experience that enhances student motivation and engagement. These findings are consis-
tent with those of Fanguy and Kabash (2023) [
21
] and Yang et al. (2024) [
11
] regarding
the impact of employing a Metaverse technique on learning motivation. To identify the
effect of the Metaverse technique on learning motivation among middle school students,
the effect size (d) of the independent variable (Metaverse technique) on the dependent
variable (learning motivation) was calculated. The
η2
value was derived using the method
employed for the first dependent variable. The following table illustrates the effect size of
the independent variables.
Multimodal Technol. Interact. 2024,8, 91 13 of 17
Table 8. T-test and significance of differences in learning motivation between groups.
Group Mean Score Standard
Deviation Calculated “T” Value Tabular “T” Value Statistical
Significance
Control Group 17.1 6.7
5.75 1.99 Statistically
Significant
Experimental
Group 2 26.9 8.1
The preceding Table 9reveals a value of 0.190 and a d value of 1.086. This indicates a
large effect size, suggesting that employing the Metaverse technique in science education
has a significant and clear impact on middle school students’ learning motivation.
Table 9. Effect size of the Metaverse technique on learning motivation.
Independent
Variable
Dependent
Variable η2Value d Value Effect Size
Metaverse
Technique
Learning
Motivation 0.190 1.086 Very Large
6. Discussion
In this study, it was revealed that the integration of Metaverse technology brought
significant positive improvement in the academic performance as well as learning motiva-
tion of middle school students in science class. The Metaverse is very engaging because of
its three-dimensional environment, and since the students were already used to playing
games online, this made them understand the scientific concepts learned better. In the
Metaverse environment, students are free to solve problems using the information they
receive; therefore, self-motivation is an appreciated aspect of the teaching and learning
process and metaconnections are promoted within the scientific content. This facilitates
one’s conceptual knowledge and increases one’s academic performance as concept/script
discovery is uninhibited. These findings align with Otim (2023) [
19
] and Fanguy and
Khabash (2023) [
21
], who posit that Metaverse technology will lead to increased interaction
between students and content, especially scientific, and the use of the technology to foster
critical thinking through simulations.
Motivation, therefore, depicts the level of participation that Metaverse technology
increases among students. Through simulations, such as the energy transformation simu-
lation that is key within the Metaverse, comprehension is enhanced and interlinked with
the ability to engage students through simulations. One of the main advantages of Meta-
verse applications is that students are forced to learn together and share information and,
perhaps, ideas with each other and teachers, which positively affects motivation. These
results are consistent with the findings of Yang et al. (2024) [
11
] and Fanguy & Khabash
(2023) [
21
], who revealed that motivation is enhanced using Metaverse technology because
the approach offers an effective and engaging way of learning that discourages reliance on
mechanical repetition.
The results of the present study corroborate the literature review analysis. The Meta-
verse acquired from Otim (2023) [
19
] improves the real-world phenomenon for students,
hence fostering students’ analytical evaluation capacities and results. In their publication,
Fanguy & Khabash (2023) [
21
] highlighted the Metaverse’s effectiveness in knowledge at-
tainment besides stimulating students since real life can be emulated using the approaches.
Yang et al. (2024) [
11
] observed that Metaverse technology has motivational values mainly
in terms of presenting learners with aspects that are near motivation to enable them to
develop a positive attitude towards learning. This research supports these findings and can
be used to add credence to the possibility of the Metaverse’s promises not only to improve a
student’s performance score but enthusiasm to learn as well. However, while prior research
is largely conducted in universities or, at the most, in the elementary school context, the
Multimodal Technol. Interact. 2024,8, 91 14 of 17
current research takes these ideas further to explore middle school science class, thus filling
a methodological gap.
In this study, Metaverse technology was found to have a positive effect on effective
academic achievement because learning is not only interactive but also exciting. The
other advantage of the experimental group was that they were able to explore real-life
phenomena in science in a virtual environment such that they were able to comprehend the
hard concepts easily. This method of learning benefited their understanding and added to it
the advantage of discovering knowledge by itself, which is important for the development
of abilities oriented toward scientific methods. Further, the team-related characteristic of
Metaverse learning, which enabled peer interaction, led to enhanced learning and thereby
improved academic performance.
The overall increase in motivation may be due to the changes in incentives and the
use of the Metaverse, which provides a new and interactive method of taking a class. By
providing the students with a chance to be more exposed to the Metaverse and perform
virtual activities, the Metaverse gave the learning of science more appeal than endorsing
forceful submission to normal learning that may at times prove uninteresting to students.
Hypothesis testing and opportunities to use equipment, models, and study experiment
results in an interactive manner helped capture the students’ attention and engage them
more in the learning process.
The conclusion that can be drawn from this work has implications for the future
development of process-oriented science instruction in middle school classrooms. The
increased use of Metaverse technology can be seen as an effective way of assisting tradi-
tional modes of teaching by providing students with real-life-like teaching methods. This
study suggests that teachers and educators should use such technologies in their different
courses to improve the general performance of students as well as their levels of effectively
motivating the students in question. In addition, this study recommends that teachers
undergo training to enable them to use Metaverse technology appropriately in teaching.
In so doing, schools could prepare both students and teachers equally and adequately to
make the best out of such technological trends.
As stated earlier, this study offers some important evidence regarding the effects
of Metaverse technology on middle school science learning, but some caution must be
taken because of the following limitations. The sample is limited to one school in Riyadh;
therefore, the results cannot be generalized to other regions or education stakeholders.
In addition, it must be acknowledged that this study’s time span was not very long and
that further impacts of Metaverse technology on learners’ performance and motivation
over longer periods were not investigated. One more limitation might relate to the fact
that usage of new technologies may cause another kind of motivation on the students’
side—the so-called “technologies” novelty effect is where, for example, the intensified
activity registered by students during the first lessons when the technology was introduced
can be non-permanent. More longitudinal research with a larger number of more varied
participants, longer study periods, and measures of the effects should be conducted in
the future.
Concisely, this study increases the number of papers that concern Metaverse tech-
nology in the education context. It supports the use of technology as a way to improve
students’ performance and motivation levels, and it fills a theoretical gap by researching the
possibility of using technologies in middle school science education. The implications of
these findings are “that the use of technology in classrooms can dramatically turn education,
mainly if the technologies being used are immersive in nature”. However, future studies
should also consider the long-term results of such findings and the applicability of the
results in other populations.
7. Conclusions and Recommendations
Therefore, based on the findings of this research, the following conclusions were made.
The experimental group outperformed the control group in the post-test: t (217) = 3.474,
Multimodal Technol. Interact. 2024,8, 91 15 of 17
p< 0.05. However, the results also depicted that the experimental group had a better
post-mean than the pre-mean, which proves the use of Metaverse technology in boosting
academic performance. The Metaverse is a friendly and stimulating domain that fosters
activity and the contribution of attendees and enables one to try out the content practically,
which results in improved learning. Other factors include the following: the students are
given immediate feedback about their performance, and there are assigned roles that have
a positive impact on their academic performance. The idea is that Metaverse technology
provides students with an engaging setting to inspire longing and support learning relative
to their experiences in science.
This research asserts that Metaverse technology is an efficient means of enhancing
students’ scientific understanding and their academic performance as well as motivation.
Utilizing it, teachers can easily provide students with realistic simulations of various
experiments and scientific occurrences. The technology’s advantages are highly beneficial
in chemistry, biology, and physics for training future scientists and enhancing perceptions
of science. In addition, teachers can experience some benefits from the Metaverse in that
they can conduct small-scale experiments as well as fix a classroom in the 3D environment
and see how the students will learn in that setting.
To my knowledge, this research proves that Metaverse technology makes a positive
difference in the overall achievement as well as the motivation of students in middle
school science class. Because of the opportunities for the actual practical application of
the material being studied, the technology enhances the process of knowledge acquisition,
making it more intense. The incorporation of the Metaverse in learning environments can
help enhance the achievement function and consequently increase student readiness for
future innovation.
Thus, this study suggested that Metaverse technology should be applied to science
learning at a variety of academic stages. Teacher training in the utilization of this technology
is crucial. However, this study has some limitations as well; for example, the number of
participants was comparatively small and selected from only one school. Hence, this study
may not be effectively generalized to other schools, especially if the research moves to
upper grades or to another content area such as social studies. The observed changes
may not reflect changes after a year of use, and some problems may have arisen because
of technical issues from using the app. More extensive and varied experimental studies
should be conducted with a higher number of participants to confirm or contradict the
results. More comprehensive research is needed on the technology’s sustained effect on the
use of the Metaverse to enhance STEM subjects together with the incorporation of artificial
intelligence and augmented reality in the technology.
Funding: This study is supported via funding from Prince Sattam bin Abdulaziz University project
number (PSAU/2024/R/1446).
Institutional Review Board Statement: The study was reviewed and approved by the Institutional
Review Board (IRB) of Prince Sattam bin Abdulaziz University (approve number: SCBR-315/2024).
Informed Consent Statement: All subjects involved in the study provided informed consent.
Data Availability Statement: All data supporting the findings of this study are included in the article.
Conflicts of Interest: The authors declare no conflict of interest.
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