Abstract
In the rapidly evolving educational landscape, the integration of metaverse and gamification is emerging as a revolutionary approach. This paper presents the Gamified Constructivist Teaching in the Metaverse (GCTM) framework, aiming to enhance engagement and satisfaction in the computer science education domain. Implemented in two engineering classes using the metaverse platform, the GCTM model, with its unique combination of game world design, rule design, roleplay, mission assignments, and evaluation, demonstrated promising results in enhancing student-lecturer interactions. Feedback indicated a stronger sense of belonging among students in the virtual environment compared to conventional platforms like ZOOM or MS Teams. The findings underscore the potential of GCTM in transforming the educational experience, suggesting a significant stride towards a more interactive and learner-centric approach in the metaverse-driven educational era.
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This work was supported in full by the Hong Kong Polytechnic University, Project of Strategic Importance (project number: P0036846) and Teaching Development Grant (project number: TDG22–25/VTL-11).
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Ng, P.H.F. et al. (2023). From Classroom to Metaverse: A Study on Gamified Constructivist Teaching in Higher Education. In: Xie, H., Lai, CL., Chen, W., Xu, G., Popescu, E. (eds) Advances in Web-Based Learning – ICWL 2023. ICWL 2023. Lecture Notes in Computer Science, vol 14409. Springer, Singapore. https://doi.org/10.1007/978-981-99-8385-8_8
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