Enhancing programming learning performance through a Jigsaw collaborative learning method in a metaverse virtual space
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| Veröffentlicht in: | International Journal of STEM Education vol. 11, no. 1 (Dec 2024), p. 36 |
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Springer Nature B.V.
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| 001 | 3087763324 | ||
| 003 | UK-CbPIL | ||
| 022 | |a 2196-7822 | ||
| 024 | 7 | |a 10.1186/s40594-024-00495-2 |2 doi | |
| 035 | |a 3087763324 | ||
| 045 | 2 | |b d20241201 |b d20241231 | |
| 084 | |a 243237 |2 nlm | ||
| 100 | 1 | |a Chen, Chih-Ming |u National Chengchi University, Graduate Institute of Library, Information and Archival Studies, Taipei City, Taiwan, ROC (GRID:grid.412042.1) (ISNI:0000 0001 2106 6277) | |
| 245 | 1 | |a Enhancing programming learning performance through a Jigsaw collaborative learning method in a metaverse virtual space | |
| 260 | |b Springer Nature B.V. |c Dec 2024 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a BackgroundComputational thinking (CT) is crucial to fostering critical thinking and problem-solving skills. Many elementary schools have been cultivating students’ CT through block-based programming languages such as Scratch using traditional teacher-centered teaching methods. However, the approach excessively relies on teacher lectures, so the teacher’s teaching load is hefty, and most students cannot receive timely assistance from teachers, thus reducing students’ programming learning performance, interest, and confidence. Therefore, this study designs a Jigsaw collaborative learning method implemented in a metaverse virtual space (JCLM-MVS) for peer-to-peer Scratch programming learning to promote learners’ programming learning performance, CT, and learning attitudes. This study used a quasi-experimental research method, with 48 fifth-grade students from two classes in Taiwan’s elementary school as the research participants. One class of 24 students was randomly assigned to the experimental group using JCLM-MVS to conduct Scratch programming learning, whereas the other class of 24 students was assigned to the control group using the traditional teacher-centered teaching method.Main findingsThe study found that the experimental group of learners showed significantly better Scratch programming learning performance and attitude than the control group, and there was no statistically significant difference in CT between both groups, but both learning approaches effectively promoted CT. Additionally, the interview results showed that most interviewees stated that using JCLM-MVS for Scratch programming learning could receive timely assistance from peers, make collaborative learning more efficient and learning more enjoyable, and more intend to use JCLM-MVS for Scratch programming learning than using traditional teacher-centered teaching method due to the effective collaborative interaction mechanisms and realistic learning space provided in the metaverse virtual space.Conclusions/potential implicationsThis study presents a novel and engaging learning approach by integrating a metaverse virtual space with the Jigsaw collaborative learning method, referred to as JCLM-MVS, which enhances the effectiveness of the Jigsaw collaborative learning method in promoting Scratch programming learning performance, CT, and attitudes. | |
| 653 | |a Students | ||
| 653 | |a Teaching methods | ||
| 653 | |a Experimental research | ||
| 653 | |a Experimental methods | ||
| 653 | |a Collaboration | ||
| 653 | |a Statistical analysis | ||
| 653 | |a Schools | ||
| 653 | |a Learning | ||
| 653 | |a Group dynamics | ||
| 653 | |a Programming languages | ||
| 653 | |a Attitudes | ||
| 653 | |a Teachers | ||
| 653 | |a Effectiveness | ||
| 653 | |a Problem solving | ||
| 653 | |a Collaborative learning | ||
| 653 | |a Teaching Load | ||
| 653 | |a Control Groups | ||
| 653 | |a Experimental Groups | ||
| 653 | |a Cooperative Learning | ||
| 653 | |a Elementary Education | ||
| 653 | |a Elementary Schools | ||
| 653 | |a Research Methodology | ||
| 653 | |a Programming | ||
| 653 | |a Social | ||
| 700 | 1 | |a Huang, Ming-Yan |u National Chengchi University, E-Learning Master Program of Library and Information Studies, Taipei City, Taiwan, ROC (GRID:grid.412042.1) (ISNI:0000 0001 2106 6277) | |
| 773 | 0 | |t International Journal of STEM Education |g vol. 11, no. 1 (Dec 2024), p. 36 | |
| 786 | 0 | |d ProQuest |t Agriculture Science Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3087763324/abstract/embedded/6A8EOT78XXH2IG52?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3087763324/fulltextPDF/embedded/6A8EOT78XXH2IG52?source=fedsrch |