Improving students’ problem-solving abilities through answering questions in metaverse games: taking GOXR software as an example

Abstract

In computer-based dialogue learning, students’ willingness to communicate and ability to interact is one of the important factors. Few studies have examined the testing of mobile metaverse teaching material systems built for interactive communication and learning courses. This study developed and designed course content for a virtual classroom, which is suitable for mobile learning on Android or iOS systems and can provide metaverse space for students to discuss homework using their mobile phones, as well as a system for online self-learning and testing. Students can participate in classes without time or space restrictions. In addition, questions related to life math knowledge and leveling up are included, such as the basic reproduction number of COVID-19, influenza, and enterovirus. There were 100 valid responses from two schools, which recognized the convenience and benefit of the virtual digital technology of the mobile self-learning system in the metaverse space as an auxiliary tool for learning, as it provides a more flexible and diversified educational learning mode. This system can be used for course teaching, after-class review, and testing to facilitate self-testing of learning results.

Introduction

Mobile device is one of the learning tools, and its advantage is that users can engage in learning activities at any time in any location. Mobile devices have introduced a new generation of educational tools that facilitate creative use and provide instant access to a wealth of resources. These devices hold great potential for transforming learning, and both teachers and students are very positive about these devices (Dias & Victor, 2022). While several studies have been conducted to understand the determinants influencing the adoption of m-learning (Al-Emran et al., 2018), there are some technical and non-technical issues regarding the use of mobile computing devices in the classroom (Adegbija & Bola, 2015). However, with the popularization of the 5G network and mobile phones, students’ mobile phone functions have been mostly able to quickly surf the Internet and download materials at any time.

Research motives and purpose

Mobile learning provides opportunities for learning that are devoid of spatial and temporal constraints (Schuck et al., 2017). The technological developments of the twenty-first century have enabled the emergence of alternative teaching–learning models and instructional tools, and one of the concepts brought about by such developments is mobile learning (Güler et al., 2022).

In recent years, the world has faced the challenges posed by the COVID-19 pandemic, leading many individuals to shift towards remote learning and working from home. This trend reflects the evolving demands of modern life towards a more mobile lifestyle. Against this backdrop, the aim of this study is to establish a mobile virtual classroom, allowing students to access it from any location, engage in remote discussions on course topics, and independently assess their learning outcomes.

Literature review

Mobile learning

With greater numbers of students having mobile devices at their disposal, researchers and educators have turned their attention to finding educational applications to facilitate the teaching and learning process (Baek & Guo, 2019).

With the diversified presentation of learning patterns, Tseng (Tseng, 2021) suggested that teachers utilize artificial intelligence, big data analysis, and augmented reality, or integrate information technology, such as virtual reality or the Internet, into teaching (Gaol & Prasolova-Førland, 2022; Timotheou et al., 2023) to enhance students’ learning motivation through interactive teaching platforms and instant feedback. Teachers can utilize media technology to make their teaching more flexible, such as long-distance teaching through media interaction, which can increase students’ responsibility when they cannot attend class temporarily. Moreover, when students can engage in remote learning, it enhances their learning interest.

In the Taiwan Trend Research (Chou et al., 2021) report regarding students’ feelings about online learning in the project “Survey on New Life in Epidemic Prevention under Level 3 Alert”, 50.2% of students considered that their learning results during online learning were worse than those of face-to-face physical courses, and only 12.6% considered that the learning results of physical courses were better. In terms of online learning platforms, 64.9% of students used “Google Meet” for online learning, 54.6% of the students used the “school digital learning platform” for online learning, 24.8% of the students used “Microsoft teams” for online learning, 23.7% of the students used “YouTube Live” for learning, and 20.8% of the students used “Google Classroom” for online learning. The proportion of students in urban areas using the “school digital learning platform” was higher at 60.0%. In towns and cities, the proportion of rural students using “LINE” online learning was relatively high. According to the investigation and analysis of online learning platforms, there was no online learning system for the mobile metaverse 3D virtual context.

Dong et al., (2020) mentioned that all students were isolated at home during the epidemic, and parents were worried that their children would become addicted to the use of 3C products for digital learning and lack physical exercise. However, because parents were not trained or prepared for the challenges of online learning, families generally had problems and challenges in the implementation of online learning during the epidemic.

Under the impact of COVID-19 pandemic, the development of multiple distance teaching platforms as a continuation of education has been greatly impacted (Drăgulănescu et al., 2022). Teachers should speak unilaterally in front of the camera, should be able to share teaching and innovations through various platforms, and improve their teaching mode to increase students’ participation and attention in class. This study suggests that in this era of technological advancements, we should make full use of new technology tools to design a learning system suitable for the new generation of students. Knowing how to retain students’ attention to the course, encouraging students’ participation in the course, and selecting appropriate online teaching resources can enhance the interactions between teachers and students, and more importantly, can help students maintain their enthusiasm for learning, and reduce the opportunity for students to avoid school. Therefore, the GOXR application has been developed, which can creatively create metaverse virtual spaces that can be used for college students’ through Android or IOS mobile phones to connect people for interaction and learning.

Metaverse virtual self-learning classroom

Srisawat and Piriyasurawong (2022) explored Metaverse Virtual Learning, and argued that using meta-realm virtual learning management and gamified technology to design learning steps would enhance students’ overall experience. Weruwanaruk et al. (2023) used the metaverse to flip students’ learning environments to enhance their understanding of mathematical concepts. This study suggests that it is necessary to develop metaverse virtual self-learning classrooms to provide students with self-learning during the epidemic period.

Production

Tools selected

This study adopts the GOXR app to develop a mobile metaverse self-learning system. GOXR is a free educational platform that provides rich metaverse content, allowing teachers and students to create interactive lesson plans, virtual art galleries, showcase achievements, and class spaces, facilitating real-time multi-user communication and interaction.

The GOXR App is compatible with Android 8.0/iOS 13.0 or above internet-enabled mobile devices (tablets, smartphones), as well as the Meta Quest series of virtual reality headsets. It can be applied in various ways:

• 1. Easily create and decorate 3D metaverse spaces

• 2. Utilize 3D full-body virtual avatars with rich facial expressions and gestures

• 3. Enable real-time communication through voice, video, and text

• 4. Support 2D images, 360 photos, multimedia playback, Q&A boards, and other interactive mechanisms

• 5. Facilitate real-time interaction across mobile devices and virtual reality headsets.

The production process is as shown in Fig. 1. First, select the template provided by the system to create your own space. Then you can add question boxes in the space, write questions and add answer options. The third step is to adjust the size and position of the question boxes (Figs. 2, 3, 4 and 5).

Fig. 1

GOXR make a flow chart

Fig. 2

Reading knowledge in a classroom setting

Fig. 3

Self-testing

Fig. 4

Cheering when getting a correct answer

Fig. 5

Ranking by number of correct answers

Research tools

The research structure of this study is presented in Fig. 6. A linearly structured model was used to establish the relationship between and different influences of the four dimensions of creativity, learning attitude, attitude toward game-based learning, and attitude toward problem solving. The items for the attitude toward game-based learning, learning, creativity, and problem solving were modified from the questionnaires of Chu et al. (2011), Chen et al. (1991), Cao and Zhou (1998), Amabile (1983), Zhou and George (2011), Lin and Huang (2011), respectively. The survey used a 5-point Likert scale to measure the dimensions of creativity, learning attitude, and problem-solving, with 1 indicating strongly disagree and 5 indicating strongly agree.

Fig. 6

Research model

There were 100 valid samples in this study, this study used SmartPLS 4 for statistical analyses. The operational definitions of the four dimensions are shown in Table 1.

Table 1 Dimensions, defnitions, and citations

To test the reliability of the questionnaire, Cronbach's alpha and McDonald's Omega were calculated to ensure the instrument's internal consistency. According to Jum and Nunnally Benjamin (1978), an acceptable value for these coefficients is 0.70 or higher. The calculation results show that Cronbach's alpha is 0.893 and McDonald's Omega is 0.912, both exceeding the 0.70 threshold. This indicates that the questionnaire has a high degree of reliability (Table 2).

Table 2 Reliability and validity analyses

Based on the analysis findings, it is evident that problem-solving abilities are influenced by factors such as creativity, learning attitude, and attitude toward game-based learning. This aligns seamlessly with the context established in the original research (refer to Fig. 1), underscoring the substantial impact of learning attitude, attitude toward game-based learning, and creativity on learners’ proficiency in overcoming challenges. The outcomes derived from the linear model analysis further elucidate that creativity plays a pivotal role not only in problem-solving but also in shaping learners’ attitudes towards learning and game-based approaches (Fig. 7). This correlation suggests that the extent of learners’ openness to embracing novel concepts directly affects their overall learning attitude and their inclination towards game-based learning, as indicated in Table 3. Essentially, the willingness of learners to explore new ideas and approaches emerges as a key determinant influencing their receptiveness to learning and engagement with game-based educational methodologies. 

Fig. 7

Results of research model

Table 3 Path coefcients afecting the dimensions

Conclusion

Engaging in a metaverse game quiz not only enhances problem-solving skills but also positively impacts learning attitudes, as noted in existing literature. This investigation underscores the significance of learning attitude and the predisposition towards game-based learning in significantly influencing the problem-solving proficiency of both learners and the broader public. Moreover, the findings of this research affirm that creativity and learning attitude emerge as pivotal factors, intricately linked to learners’ eagerness to acquire knowledge and the corresponding actions they undertake.

The study reveals a nuanced interplay wherein the willingness of learners to engage in the learning process directly affects their problem-solving capabilities, further emphasizing the integral role played by both creativity and learning attitude. These insights illuminate the multifaceted nature of the relationship between learners’ attitudes, cognitive skills, and their receptiveness to innovative learning methods, especially within the dynamic context of a metaverse game quiz.