Meta verse based learning with mixed reality for physics education using constructivism approach

Tan, Agnes Sze Wei (2024) Meta verse based learning with mixed reality for physics education using constructivism approach. Final Year Project, UTAR.

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Abstract

This project presents the development of a metaverse-based Physics learning platform that leverages mixed reality (MR) technologies through a constructivist approach to enhance student engagement and deepen understanding. The platform is designed to address the challenges of traditional Physics education, such as the difficulty in visualizing abstract concepts and limited engagement in static learning environments. By integrating immersive mixed reality (MR) experiences, this project aims to provide a more interactive, intuitive, and engaging approach to learning key Physics concepts, specifically focusing on Free Fall Motion and Force. The platform is structured around five core modules: (1) a Tutorial Module for conceptual understanding, (2) a Hands�on Experiment Module to enable practical application through experiential learning, and (3) Interactive Assessment Modules to reinforce learning through assessments. In addition, (4) gamification elements, such as badges, and XP systems, are integrated to incentivize participation and motivate students. Furthermore, (5) a collaborative learning space module, powered by Gather.Town, encourages peer-to-peer interaction and discussion, reflecting the constructivist emphasis on social learning and shared knowledge construction.The development process follows the ADDIE methodology, ensuring a structured approach from analysis to evaluation. The platform integrates the XR Interaction Toolkit in Unity for VR-based experiments, includes a responsive UI/UX design, and supports multiple devices for flexibility. Usability and system performance were evaluated using SUS and PSSUQ tests, alongside participants' assessment scores and feedback on the platform, revealing high usability, satisfaction, and enhanced learning performance in understanding complex Physics concepts. The results confirmed the platform's quality and effectiveness while highlighting areas for improvement in future iterations. This project demonstrates the transformative potential of MR technologies in enhancing student engagement and promoting knowledge construction in Physics education. By aligning with the principles of constructivism, it provides a revolutionary, learner-centered approach to mastering complex Physics concepts, making abstract ideas more accessible and engaging through immersive, interactive learning.

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