Constructionism imagineering learning model via metaverse with four main elements: inputs, learning process, output, and feedback¶

Theory · All theories
Evidence · 1 claim (1 for) · 1 study (1 design), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The article develops a learning model that integrates imagineering learning with constructionism learning and delivers it through the metaverse, a virtual environment where learners interact through avatars as 3D graphics. The model is described as "a prototype for teaching and learning in the digital age by integrating the imagineering learning process with the constructionism learning process." It consists of four main elements: input factors (learning objectives, analysis of teachers and learners, defining constructionism imagineering learning activities, preparing metaverse technology), the learning process, output (learning achievement and young innovators), and feedback that uses output data to improve the process and inputs.

Design Implications¶

Context¶

Requirements¶

• Requires metaverse technology as a form of collaboration, with data added through images, videos, or 3D technology
• Requires analysis of learners' basic knowledge, fundamental skills, interests, and aptitude to design appropriate learning

Constraints¶

• The model was assessed for appropriateness by experts in its initial design phase; learning outcomes were not yet measured in learners

Target Learners¶

• young learners / students in the digital age developing as young innovators

Target Learning Objectives¶

• creating innovative works through constructionism imagineering
• learning achievement

Claims¶

• Cilm Metaverse Expert Assessment Highest [+M]

Related Theories¶

• OSP's two pedagogical approaches: guided inquiry and constructionism
• The seven-element learning system model developed in the workshop

Examples¶

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Key Sources¶

• Sapliyan, S., Chatwattana, P., & Nilsook, P. (2023). Constructionism Imagineering Learning Model via Metaverse to Enhance Young Innovators. Journal of Education and Learning, 12(4). https://doi.org/10.5539/jel.v12n4p81