The The Effect of blended learning with Metaverse technology and Scaffolding technique to enhance learning competency of undergraduate students in Culinary Arts course
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Abstract
This research investigated the effect of blended learning with metaverse technology and scaffolding technique. The study aimed to (1) identify the features of metaverse classroom that promote student learning competency and (2) Evaluate the effect of blended learning with Metaverse technology and Scaffolding technique on the learning competency of undergraduate students. The sampling group comprised of 60 volunteer third-year undergraduate students from the Culinary Arts program at Dusit Thani College. Their learning competence was assessed across three domains: cognitive, psychomotor, and affective. The research was conducted in two-phases. Phase 1 developing the blended learning support media, by using 1) semi-structured interviews with experts on technology selection, 2) Thai dessert art lesson plans integrated with the support media, and 3) the instructional media incorporated with metaverse technology and scaffolding techniques. Phase 2 evaluated the effectiveness of the developed media by using a quasi-experimental on a participant group, using 1) the blended learning support media (metaverse technology with scaffolding techniques), and 2) a learning competence assessment form. The cognitive performance before and after was compared by using a Dependent t-test. Psychomotor and affective performance was analyzed using a One‑sample t‑test against a criterion score of ≥80%.
The findings revealed that the characteristics of effective learning support media integrating metaverse technology and scaffolding techniques, included: 1) lesson content, 2) learning and teaching management, 3) media and activities, and 4) educational technology with a scaffolding framework.
The results showed a statistically significant increase in students' post-learning cognitive domain scores (p<0.05). Students passed the psychomotor domain test with an average of 89.36% (Mean = 4.47, S.D. = 2.51) and the affective domain test with an average of 84.94% (Mean = 4.25, S.D. = 4.14), both exceeding the 80% passing criterion for total practical scores. This study concludes that learning support media should be characterized by: 1) Micro-learning unit, 2) learner-participatory activities, and 3) activities fostering interaction between learners and instructors.
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