MetaClassroom: A New Paradigm and Experience for Programming Education

Abstract

This study explored the impact of MetaClassroom, a virtual immersive programming learning environment designed based on the three-dimensional learning progression (3DLP) concept, on students’ multidimensional development. Utilizing a quasi-experimental research design, this study compared students’ programming learning achievements (PLA), self-regulated learning (SRL) skills, learning beliefs, and learning motivation in MetaClassroom with those in traditional classroom settings. The findings revealed that MetaClassroom significantly enhanced students’ PLA and SRL skills, particularly in subdimensions including Metacognitive Skills, Persistence, and Seeking Help. Additionally, MetaClassroom positively impacted students’ learning beliefs and learning motivation, demonstrating its potential in optimizing knowledge acquisition, application processes, and fostering students’ higher-order thinking skills. By integrating the 3DLP concept into targeted programming learning environments, MetaClassroom created an innovative immersive learning ecosystem, that bridged theory and practice, offering students a comprehensive and engaging platform to develop both foundational knowledge and practical skills. This study not only validated the effectiveness of MetaClassroom in improving students’ programming learning performance and learning experience, but also introduced a new paradigm that integrated teaching, learning, and assessment. The paradigm offers new insights and directions for both programming education and broader educational practices, paving the way for future developments in educational technology.

Keywords

three-dimensional learning progression programming education self-regulated learning learning belief learning motivation metaclassroom

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