Designing and Evaluating Collaborative Scaffolding in Immersive VR Collaborative Learning within the Metaverse

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Abstract

The rapid development of metaverse and immersive virtual reality technologies has created new opportunities for collaborative learning. However, how to design effective support remains underexplored. This study examined whether integrating collaborative scaffolding into immersive virtual reality collaborative learning (iVR-CL) fosters students’ learning achievement, teamwork intention, and metacognitive self-regulation. Fifty-three eighth-grade students from two classes participated in the iVR-CL activity, and were divided into two groups: one with collaborative scaffolding and another without. While both groups experienced the same learning environment, only the scaffolded group received collaborative scaffolding at each phase of the activity; the non-scaffolded group did not. The results showed that the scaffolded group had significantly better learning achievement, teamwork intention, and metacognitive self-regulation than the non-scaffolded group.

Authors

• Chi-Han Lee, National Tsing Hua University

• Cheng-Huan Chen, National Tsing Hua University

• Tai-Chen Chang, National Tsing Hua University