Augmented educational settings with metaverse technology in social studies education: A mixed methods study

The metaverse technology, which has attracted billions of dollars in global investment in recent years, presents significant opportunities across many sectors, including education. Academic literature primarily focuses on the concretization of abstract concepts and the increase of student interest in middle school social studies instruction. In this context, the primary objective of this thesis is to investigate the effects of using metaverse technology on students' academic achievement and attitudes towards the course, while also conducting an in-depth analysis of students' perceptions of the virtual environment. The research was designed using a mixed methods approach, incorporating both quantitative and qualitative data. Quantitative data were collected from 111 middle school students (57 experimental, 54 control) using the Social Studies Course Attitude Scale and the Academic Achievement Test within a quasi-experimental design. Qualitative data were obtained through multiple instruments, including semi-structured student interviews, student journals, and virtual travelogues. Data analysis involved statistical techniques such as the t-test and ANOVA for the quantitative part, and content analysis and thematic approaches for the qualitative part. The research findings indicated a statistically significant increase in the academic achievement of the experimental group (receiving metaverse application) from pre-test to post-test, and a positive and significant effect on their attitude scores towards the social studies course. Qualitative data supported the view that metaverse applications made the course more engaging and understandable. Specifically, it was stated that the applications contributed to the concretization of abstract historical concepts, deepened the past-present relationship, and aided the development of fundamental social studies skills (chronological perception, using evidence, etc.). This study contributes to the literature by demonstrating the potential of metaverse integration to improve learning outcomes in middle school social studies instruction. In light of the findings, it is recommended that comprehensive measures be taken to strengthen the techno-pedagogical and technological literacy of all relevant stakeholders, including students, teachers, and school administrators, for the effective and secure use of metaverse applications. Furthermore, it is suggested that virtual applications to be used in schools undergo pedagogical and ethical scrutiny.