Development of a Creative Project-Based Learning Model Through the Metaverse that Promotes Creativity and Innovative Work for High School Students in Pilot Schools of Education Sandbox
Bibliographic record
Abstract
This research aimed to (1) investigate the current situation, needs, key components, and instructional steps of a creative project-based learning model; (2) develop the model; (3) implement it; and (4) evaluate and validate it. This research methodology involved a research and development process conducted in four phases: Phase 1 investigated the current situation, needs, key components, and instructional steps, using a sample of 1,142 students and 31 computational science teachers. Phase 2: developing the model and evaluating it by five experts. Phase 3 implemented the model with students from three school sizes: large, medium, and small. Phase 4: validating and endorsing the model by six experts. The research findings were as follows: 1) Teachers had never implemented learning activities through the metaverse in computer science courses. The most needed were adequate computer equipment, high-speed internet, and budget allocation for necessary technological tools. 2) The developed model consists of six components and five instructional steps: (1) concepts and principles, (2) objectives, (3) content, (4) Metaverse, (5) instructional procedures including preparation, creative planning, creative projects, creative presentations, and evaluation, and (6) model evaluation. Experts evaluated that the overall model was appropriate at the highest level. 3) The creativity of students, which included originality, flexibility, fluency, and elaboration, was at a high level. The innovative work quality of students, including novelty, knowledge integration, creativity, efficiency, and usefulness, was at a high level. Learners were satisfied that the learning management was also at a high level. 4) The validation and endorsement of the model demonstrate that the components of the model are suitable at the highest level. The instructional steps have been assessed as highly appropriate. This model is considered highly accurate, suitable, beneficial, and valuable. Experts certified that the learning management model is entirely consistent, with a 100% accuracy rate
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".