The Impact of Project-Based Learning in a Metaverse Setting on Programming Performance and Attitudes among Malaysian Secondary Students

Abstract

Learning computer programming is often perceived as a challenging task for secondary students, leading to low achievement and negative attitudes. This research examines the influence of Project-Based Learning (PBL) when combined with a metaverse platform on students’ performance, retention, and attitudes toward programming. Guided by Bruner’s Cognitive Learning Theory, the study employed a quasi-experimental design involving 60 Form Four students from two urban schools in Kedah. Thirty students were placed in the experimental group and taught using metaverse-based PBL, while another thirty received conventional instruction. The assessment tools consisted of a Programming Achievement Test aligned with the national curriculum and a modified Computer Science Attitude Survey (CSAS). Results from independent-samples t-tests showed significant differences favoring the experimental group in programming achievement (t (58) =−4.77, p<.01), retention of knowledge (t (58) =−5.86, p<.01), and positive attitudes toward programming (t (58) =−3.83, p<.01). No significant differences were observed for attitude retention. Overall, the findings demonstrate that PBL integrated with metaverse technologies can promote creativity, engagement, and deeper conceptual understanding. Recommendations are provided for teachers and policymakers to leverage immersive tools in cultivating 21st-century skills.