AlgorithmAce: Development and Evaluating a Spatial-Unity Metaverse Platform to Foster Computational Thinking in Secondary Education
Keywords:
Computational Thinking (CT); Metaverse; Immersive Learning; Spatial-Unity; Computer Science EducationAbstract
Computational Thinking (CT) is recognised as an essential skill for today's society, vital for addressing multidisciplinary challenges and equipping students to face future challenges. However, students' ability to understand the abstract nature of CT has been limited by a lack of immersive digital resources and the continued use of outdated teaching techniques. While efforts to incorporate CT into education have evolved, few learning tools are closely aligned with the national curriculum and make use of immersive technology, like the metaverse. This highlights a critical gap in both research and classroom practice. The Fundamental Computer Science curriculum served as a framework for developing AlgorithmAce. This study employed a Design and Development Research (DDR) approach to develop and evaluate AlgorithmAce, an immersive learning platform built using Unity and Spatial.io, designed to enhance CT skills among lower secondary school students in Southern Malaysia. A total of 180 students participated in the evaluation. The USE Questionnaire assessed four main aspects of usability, including usefulness, ease of use, ease of learning, and user satisfaction. Quantitative data were analysed using descriptive statistics and Pearson correlation via SPSS v27. The results indicated a strong correlation between perceived usefulness and user satisfaction (r = 0.692), while ease of use (r = 0.660) and ease of learning (r = 0.556) also showed significant positive relationships with satisfaction. These results demonstrated that metaverse-based environments can significantly improve student engagement and offer innovative pathways for CT instruction. This study supports the advancement of inclusive and equitable quality education in Malaysia by making abstract ideas more accessible through immersive and contextualised learning, which contributes to Sustainable Development Goal 4 (SDG 4).
https://doi.org/10.26803/ijlter.24.10.36
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