Investigating the Effectiveness of Metaverse-Based Instruction on the Knowledge, Attitude, and Skills of Lower Secondary School Students in Experimental Sciences

Document Type : Original Article

Authors

1 Assistant Professor, Department of Education Sciences, Farhangian University, PO Box 14665-889, Tehran, Iran.

2 Professor, Department of Educational Sciences. Faculty of Humanities. Tarbiat Modares University. Tehran. Iran.

Abstract
Emerging technologies such as the Metaverse hold considerable promise for transforming educational practices. This study examined the effectiveness of Metaverse-based instruction on the knowledge, attitude, and skills of lower secondary school students in the Science curriculum. A quasi-experimental pretest–posttest control group design was employed. The sample comprised 60 male students from one boys' school in Amol County, Iran, selected purposively during the 2025–2026 academic year. Two intact classes were randomly assigned to experimental (n = 30) and control (n = 30) conditions. The experimental group received 24 sessions of Metaverse-based instruction, while the control group followed conventional teaching. Four researcher-developed tests measured academic achievement, knowledge, attitude, and skill. Data were analyzed using ANCOVA and MANCOVA. After controlling for pretest scores, Metaverse-based instruction had a significant large effect on overall academic achievement, F(1, 57) = 38.48, p < .001, partial η² = .40. Significant improvements were also observed for knowledge (partial η² = .13), attitude (partial η² = .28), and skill (partial η² = .54). The multivariate test confirmed overall significance, Wilks' Λ = .295, F(3, 53) = 42.14, p < .001. These findings suggest Metaverse-based instruction can complement conventional teaching for enhancing science outcomes. However, given the single-school, all-male sample, generalization requires caution, and replication across diverse populations is recommended.

Keywords

Subjects

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Volume 2, Issue 2 - Serial Number 6
Spring 2026
Pages 90-102

  • Receive Date 08 July 2026
  • Revise Date 18 August 2026
  • Accept Date 21 May 2026