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Article

The Metaverse in Green Building Concept Learning, Creative Design Performance, and Learning Engagement

by
Yu-Shan Chang
,
Yen-Yin Wang
* and
Hsin-Jou Tsai
Department of Technology Application and Human Resource Development, National Taiwan Normal University, Taipei City 106, Taiwan
*
Author to whom correspondence should be addressed.
Sustainability 2024, 16(14), 6264; https://doi.org/10.3390/su16146264
Submission received: 22 June 2024 / Revised: 17 July 2024 / Accepted: 19 July 2024 / Published: 22 July 2024
(This article belongs to the Special Issue Virtual Reality/Metaverse Applications in STEAM Education and Creativity: Towards Student Learning Sustainability)
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Abstract

:
Due to the rapid advancement of technology, environmental sustainability education has gained significant attention. This study aimed to explore the effect of the metaverse on green building concept learning, creative design performance, and learning engagement. This research was conducted with 61 students from a public high school, employing a quasi-experimental design with nonequivalent groups. The experimental teaching theme was green building education, where the experimental group used online metaverse with Minecraft-assisted teaching, while the comparison group used internet images for assistance. Our research results were as follows: 1. The metaverse had a large effect size on the example dimension of concept learning but no significant effect on the linkages, hierarchical structures, or cross-linking terms. 2. The metaverse significantly enhanced creative design performance, including value, usability, novelty, and elaboration. 3. The metaverse had a significant effect on learning engagement, particularly in learning attitudes.

1. Research Background

The 17 goals of sustainable development can be categorized into economic, social, and environmental aspects [1,2]. The environmental pillar of sustainable development involves protecting and conserving the natural environment and its resources. This includes natural resource use, environmental management, and pollution prevention (air, water, land, waste) [3]. Moreover, in terms of environmental sustainability, environmental education is the most fundamental aspect [4]. This study focused on environmental sustainability education, covering topics such as resource management, environmental protection, and habitat restoration and preservation [5].
Furthermore, with the development of digital technology, the metaverse has emerged as a new medium for education. The metaverse is a decentralized online 3D virtual environment that uses virtual reality (VR), augmented reality (AR), and avatars to simulate a virtual world, providing users with a sense of presence in this environment [6,7,8]. The metaverse holds significant potential in fields such as computer games, social interactions, business, education, retail, and real estate [9]. In the field of education, the metaverse uses avatars for interaction, which has been found to be the most effective environment for teaching [9,10,11,12], and it is the most frequently used environment [10,13].
Research indicates that the metaverse enhances learners’ cognition of objects [12,14]. For instance, the application of the metaverse in architectural engineering learning can improve spatial abilities [10]. Teaching with virtual museums can enhance understanding of material [12], and it improves creativity, social experiences, and collaboration skills [7]. The metaverse has been shown to have positive effects on learning performance [9,10]. Positive educational outcomes have been demonstrated in fields such as chemistry [15], English [16], business [17], music, cultural management, event management, fashion, and art creation [7]. Therefore, would using the metaverse in environmental sustainability education also be effective?
Research has shown that the metaverse is positively correlated with concept learning [15], creative design performance [7], and learning engagement [18]. Studies have pointed out that immersion and presence in virtual reality games can lead to higher learning engagement, further promoting learning behaviors [19,20], which in turn enhance learning behavior and outcomes [21]. However, some studies found that the effects of the metaverse on learning immersion do not extend to learning performance [22]. These studies have focused on different subjects and professional fields, which might be the main reasons for the differences in the findings. Therefore, whether the metaverse can effectively promote concept learning, creative design performance, and learning engagement in sustainable green building education was the objective and question in this study.

2. Literature Review

2.1. Metaverse

The metaverse is a three-dimensional interactive virtual space where learners can walk around, see things, and do things, increasing their involvement in learning and making it more contextualized [7,8]. The metaverse offers a highly immersive and interactive learning experience, allowing learners to interact in real time and enhancing their sense of presence and reality without spatial and temporal limitations, thus promoting deeper immersion [17,19]. This is beneficial for concept learning [7,15].
Research indicates that due to the high interactivity of the metaverse, there are positive effects on learning interest, motivation [7], engagement [18], satisfaction, and participation [8,10,12]. Beyond the effects on attitude and affective learning, the virtual, contextualized environment with digital avatars in the metaverse positively impacts problem solving, experience sharing [7], communication, and collaboration [9,10]. It also has positive effects on inquiry-based learning [8,10,23], critical thinking [9], creative cognitive learning [15], and creative design performance [7].
Creative performance in the metaverse is influenced by factors such as user experience [24] and creative self-efficacy [17]. The contextualized, immersive, and stress-free atmosphere of the metaverse is also a crucial factor in promoting learning effectiveness and creative performance [6,9,10]. Using software like Minecraft in the metaverse can enhance creativity development [7,12,14]. In terms of environmental sustainability, studies indicated that using the metaverse in teaching applications can effectively enhance the learning and awareness of climate change concepts [25]. An immersive metaverse environment can significantly improve the environmental literacy of high school students [26] and promote actual behavior and actions among university students [27].
Despite these advantages, there are challenges such as excessive time consumption, over-gamification, lack of tactile contact, discomfort from prolonged use, and physiological discomfort [10]. Additionally, factors like internet speed, readiness of hardware and software resources, information usage skills, user experience, and self-efficacy [9,23,24] may influence concept learning, creative design performance, and learning engagement in the metaverse, necessitating further empirical research for validation [9].

2.2. Sustainable Development and Green Building

Due to humanity’s neglectful attitude toward nature, negative consequences have gradually emerged. In 1992, at the Earth Summit in Brazil, more than 178 countries adopted Agenda 21, a comprehensive plan of action to build a global partnership for sustainable development to improve human lives and protect the environment. The 2030 Agenda for Sustainable Development, with its 17 SDGs, was adopted at the UN Sustainable Development Summit in 2015 [28]. In 2019, Taiwan announced its 2030 SDG indicators and related policies to align with the UN SDGs and continue contributing to global sustainability [29,30]. The 17 goals of sustainable development can be categorized into economic, social, and environmental aspects [1,2]. This study focused on environmental sustainability, including resource management, environmental protection, and habitat restoration and preservation [5]. However, efforts to implement cost-effective, environmentally friendly technologies, consistently conduct conservation activities, or improve industry-wide legislation are insufficient to address environmental issues [4]. Environmental sustainability education is the most crucial and fundamental aspect ([4]. In addition to the economic and social aspects, Taiwan has incorporated environmental sustainability into the Curriculum Guidelines of 12-Year Basic Education, integrating it across various learning areas [30].
Research indicated a positive correlation and influence between top managers’ knowledge acquisition, knowledge dissemination, and green innovations [31]. Other studies emphasized that teaching the basic concepts of ecological crises and environmental awareness is vital for sustainable education. Establishing ecological and sustainability concepts and awareness first is essential before addressing green building and environmental and industrial issues. This also fosters a sense of social responsibility [32]. Therefore, teaching and establishing sustainability concepts are the foundation for sustainable actions. Recent research highlighted that green buildings on campuses have become an important teaching topic for environmental sustainability to enhance environmental knowledge, attitudes, and behaviors [33]. For example, current courses on green building at universities like the University of Cambridge, MIT, and Harvard University include interdisciplinary knowledge regarding building technology, climatic design, performance simulation, and green materials [32]. Additionally, research in educational settings showed that biospheric values, personal morality, values, and beliefs influence students’ motivation to learn about green building [32]. Different teaching strategies and learning characteristics can have varying impacts on environmental sustainability concept learning and attitude changes. Therefore, this study explored the effect of green-building-themed teaching and the application of new technologies (metaverse) on environmental sustainability concept learning, creative design performance, and learning engagement.

2.3. Concept Learning, Creative Design Performance, and Learning Engagement

2.3.1. Concept Learning

The metaverse has a positive effect on concept learning [15]. Generally, concept learning can be evaluated using concept maps, a visualization technique for assessing or researching students’ conceptual structures. These maps serve as both teaching and learning tools, as well as learning and metacognitive strategies. In certain disciplines, they are used as tools to represent structured knowledge, enhance the recall of written material, and serve as effective learning assessment tools [34].
Concept mapping emphasizes the expression of learners’ knowledge in a structured, organized, and comprehensive manner. This allows teachers to directly understand learners’ knowledge organization and structure, thereby assessing their learning status [35,36,37]. Through concept maps, the knowledge structure of learners can be understood, serving as a basis for evaluating learners’ conceptual structures [35,36,37].
Multidimensional concept maps, built using the characteristics of web hyperlinks, can deepen and broaden learning outcomes [37]. The teaching method of concept maps has been applied in various fields, including business [36], physics/earth sciences, biology [38], natural sciences [39], and online computing [37]. It can enhance the effectiveness of inquiry learning [40] and improve individual or collaborative learning outcomes [41]. Concept maps are particularly beneficial for underperforming students when used under higher instructional guidance, helping them improve their grades [38]. In technical learning environments, they enhance academic performance, creativity, collaboration, and computational thinking skills [42].

2.3.2. Creative Design Performance

Research indicated that metaverse-related technologies positively influence creative design performance [7], and even the production of creative products [43]. Creativity is the ability to generate ideas and products that are both novel and useful [44]. Different fields use various creativity scales, which include numerous indicators [45]. For instance, in architectural design, the commonly used scales include the Creative Product Analysis Matrix (CPAM) and the Creative Solution Diagnosis Scale (CSDS) [45,46,47,48]. These assessment tools emphasize different aspects, such as the innovativeness of recycling technologies for green products [49]. These assessment items can be summarized into technical aspects, refined aesthetic aspects, and unique originality aspects [50].
The terms used to describe creative performance include usefulness, effectiveness, meaningfulness, value, functionality, flexibility, novelty, openness, originality, and adaptiveness [51,52,53]. Ultimately, these can be encompassed within the two dimensions of novelty and usefulness. In terms of assessment techniques, the consensual assessment technique (CAT) is used, where evaluators independently rate after training, supplemented by statistical tests of inter-rater reliability to confirm the reliability of the ratings [53]. Following a comprehensive review of the literature in this study and consultation with experts, four criteria were identified for assessing learning performance: value, usability, novelty, and elaboration.

2.3.3. Learning Engagement

The metaverse positively effects learning engagement [18], which is one of the most common predictors of learning outcomes [54]. Engagement involves focus, participation, and persistence in a task [20]. The main components of learning engagement include behavioral engagement, emotional engagement, and cognitive engagement [20,54,55]. The immersive and interactive nature of the metaverse promotes learning engagement and motivation, further fostering flow and learning effectiveness and helping to drive learning behaviors and outcomes [21,56,57].
Research showed a positive correlation between the metaverse and learning engagement [18]. Higher learning engagement further promotes learning behaviors [19,20], and the metaverse has a significant effect on cognitive engagement, facilitating knowledge understanding [18]. However, some studies suggested that the metaverse significantly affects the behavioral and emotional engagement and persistence of moderately engaged students but not highly engaged students [58]. The effect of the metaverse on learning engagement varies [59] and does not necessarily extend to learning performance [22]. These differences could be due to differences in research subjects and professional fields. This implies that the metaverse produces different effects on concept learning, creative design performance, and learning engagement for different learners and learning tasks. It is worth exploring whether the online metaverse can overcome the issue of poor interactivity [60].
  • Hypotheses:
    • H1: The metaverse has positive effects on concept learning.
    • H2: The metaverse has positive effects on creative design performance.
    • H3: The metaverse has positive effects on learning engagement.

3. Research Design and Implementation

3.1. Participants

This study involved 61 students from a public high school, with 32 female participants (52.5%) and 29 male participants (47.5%). The school had average academic performance and was categorized as a community-based high school. This research was conducted through a technology course held during a semester, consisting of a total of 6 sessions (300 min). The students participating in the teaching experiment were all willing participants.

3.2. Research Process

Participants were randomly assigned to either the experimental group or the comparison group. This study employed a nonequivalent group pretest–post-test design. Both groups underwent physical instruction, with the experimental group using the metaverse Minecraft platform (https://www.minecraft.net/ accessed on 18 July 2024), while the comparison group used internet image platforms for instructional assistance. The metaverse Minecraft platform is a 3D virtual space where users, through their avatars, can communicate by writing, drawing, and creating 3D models in the space, as shown in Figure 1. The main teaching procedures included 1. introduction and experience, 2. design thinking, 3. presentation and sharing, and 4. conclusion, as outlined in Table 1.

3.3. Instruments

In this study, we investigated the effect of the metaverse on green building concept learning, creative design performance, and learning engagement. Concept mapping was used to assess the effectiveness of concept learning, assigning scores for linkages, hierarchical structure, cross-linking terms, and example items. The scoring criteria for concept mapping employed the method proposed by [34], where linkages represent connections between concept terms, with each valid linkage scoring one point. The hierarchical structure indicates the level of relationship (from top to bottom), with each valid level receiving five points. Cross-linking terms indicate the relationships between concept terms in different levels, with each cross-link scoring 10 points. The examples demonstrate the specificity of domain knowledge, with each example scoring one point. Based on the analysis of the results, the reliability coefficient α was 0.783 (p < 0.01), indicating high reliability among raters [61]. Figure 2 shows the green building concept map drawn by the participants.
For creative design performance, scoring was based on value (i.e., performance and multifunctionality), usability (i.e., specificity and completeness), novelty (i.e., functionality, structure, appearance, and materials), and elaboration (i.e., aesthetics) [62,63,64,65]. In educational research, the pre- and post-tests are unrelated to ensure the accuracy and reliability of measurement results and minimizing interference from external factors. This study focused on creative design performance, with the pretest using “Creative Phone Stand Design” and the posttest using “Green Building Creative Design Project”. Two senior teachers were invited to score the designs. The correlations of the four evaluation items with the total score were 0.875, 0.746, 0.791, and 0.893, respectively. The overall reliability coefficient α was 0.802, indicating high reliability [66]. Figure 3 shows the pretest “Creative Phone Stand Design” for participants’ creative design performance, followed by the post-test “Green Building Creative Design Project”.
Regarding learning engagement, the questionnaire addressed cognitive, emotional, behavior, attitude, and social aspects [8,9,10,12,14,16,19,20,21,54,55,56,57,67]. The overall reliability coefficient α was 0.946, indicating high reliability [66].

3.4. Data Analysis

We utilized concept learning, creative design performance, and learning engagement for assessment. After acquiring quantitative data, we compared the experimental and comparison group performances using independent sample t-tests and univariate analysis.

3.5. Research Ethics

This study adhered to the ethical principles and regulations of the Declaration of Helsinki. All participants volunteered and were informed of their right to withdraw from this study at any time. Participants were identified only by code to protect their personal identities. Informed consent was obtained from each participant. The data collected in this study did not involve investigation into the personal characteristics of individual participating students. Data were collected and processed anonymously and only at an aggregate level, and data were restricted for use in academic research publications (oral and written). A scientific report will also be provided at the end of this study to share the results.

4. Results

4.1. Effect of the Metaverse on Concept Learning

H1 was that the metaverse has positive effects on concept learning. According to the independent sample t-tests, the example dimension of concept learning in the experimental group was significantly higher (t = −3.115, p < 0.05), indicating a significant positive effect of the metaverse on the example dimension of concept learning. The experimental group had higher mean scores in linkages and examples in concept learning than the comparison group. However, the experimental group had lower mean scores in hierarchical structure, cross-linking terms, and total scores than the comparison group, with no significant effect, indicating different effects of the metaverse on concept learning (Figure 4).
Examples of the concept maps from the experimental (left) and comparison (right) groups are shown in Figure 5.

4.2. Effect of the Metaverse on Creative Design Performance

H2 stated that the metaverse has positive effects on creative design performance. Homogeneity tests did not reach significance (p > 0.05), allowing for covariance analysis. Univariate analysis of covariance showed significant differences between the two groups in value, usability, novelty, and elaboration, with large effect sizes (F = 8.324, 10.217, 5.273, 14.530, p < 0.05, η2 = 0.125, 0.150, 0.083, 0.198) (Table 2).
The experimental group had higher mean scores in value, usability, novelty, and elaboration than the comparison group (Figure 6).
The green building creative design performance projects of the comparison group and experimental group are shown in Figure 7 and Figure 8. The selected teaching indicators required in the high school learning process included the green building reducing the costs associated with energy, resources, and waste management, as well as mitigating the harm caused by pollution emissions and environmental disasters. Green buildings and facilities can be designed for environmental learning functionalities, sustainable habitat and cultural ecology, ecological cycles, sustainable renewable energy resources, and healthy building practices [68].
The students were designing a green library building, incorporating several sustainable features. The design included saving rainwater for cleaning the environment, paving sidewalks with permeable paving, planting plants to lower indoor temperatures, and using wooden structural walls to reduce carbon dioxide emissions and regulate the indoor climate. Additionally, glass windows replaced cement to increase interior brightness during the day, thereby reducing the need for electric lighting. The design also included enhanced ventilation to decrease the reliance on air conditioning. Furthermore, solar panels were installed on the rooftop to provide ecofriendly electricity.

4.3. Effect of the Metaverse on Learning Engagement

H3 stated that the metaverse has positive effects on learning engagement. Homogeneity tests did not reach significance (p > 0.05), allowing for covariance analysis. Univariate analysis of covariance revealed a significant difference in attitude dimension of learning engagement between the two groups (F = 4.384, p < 0.05, Eta squared = 0.069). However, there were no significant differences in the cognitive, emotional, behavior, or social dimensions of learning engagement between the groups (Table 3).
The experimental group had higher mean scores in all dimensions (Figure 9).

5. Discussion

5.1. Effect of the Metaverse on Concept Learning

This study found that the metaverse had a significant effect on the example dimension of concept learning, as well as a positive effect on linkages. This is consistent with the findings of previous research indicating that the metaverse can facilitate concept learning [15]. This may be because the metaverse allows students to have a clearer understanding of specific information and abstract concepts in the course material, thereby promoting concept learning [10,12,14], especially in enhancing divergent creative thinking abilities [69]. The metaverse has a positive effect on learning performance [9,10].
However, the experimental group had nonsignificantly lower mean scores than the comparison group in hierarchical structure, cross-linking terms, and total scores, which is inconsistent with the findings of previous research [10,12,14]. This is similar to the findings of studies indicating that the metaverse does not have a significant effect on divergent thinking ability [70]. This difference may be due to differences in the study subjects and professional fields [22].

5.2. Effect of the Metaverse on Creative Design Performance

This study found that the metaverse had a significant effect on creative design performance. It positively affected the value, usability, novelty, and elaboration of creative design performance. This is consistent with the findings of previous research indicating that the use of software like Minecraft in the metaverse can enhance creativity development [7,12,14] and contribute to creative cognition, learning, and creative design performance [6,7,8,9,10,15,23,71]. This may be because the avatar and clothing customization in the metaverse allow for creative expression without fear of judgment [8,9]. It may also be because the rich contextual materials in VR provide learners with a more intuitive and comprehensive experience, leading to better creative performance [18,70,72]. However, this is inconsistent with research indicating that the metaverse does not have a significant effect on divergent thinking ability and may increase cognitive load, hindering creative performance [70,73], possibly due to different students’ suitability for using expressive 3D tools [74,75,76].

5.3. Effect of the Metaverse on Learning Engagement

This study found that the metaverse had a significant positive effect on the attitude dimension of learning engagement, which is consistent with previous research findings indicating that the 3D virtual immersive environment and game scenarios provided by the metaverse enhance learning engagement [16,19,22,58,67]. It may also be because the use of digital avatars is more enjoyable and affects learning attitudes, increasing engagement levels [77]. However, this is inconsistent with the findings of research indicating no significant effect on highly engaged learners [58].
While the experimental group scored higher than the comparison group in the cognitive, emotional, behavior, and social dimensions of learning engagement, the differences were not significant. This is consistent with findings indicating inconsistent effects of the metaverse on learning engagement [59] and an inability to extend to learning performance [22]. However, it is inconsistent with findings indicating that the metaverse can lead to a clearer understanding of course content, promoting cognitive engagement [10,12,14,15,18], providing interesting interactions and a sense of equality, leading to better emotional engagement [19], and facilitating social interaction [7,78]. This discrepancy may be because the metaverse does not have a significant effect on highly engaged learners [58] or because the students in these studies are different, and the studies focused on different professional fields. It may also be related to whether the metaverse can overcome poor interactivity issues [60].

6. Conclusions and Recommendations

6.1. Conclusions and Recommendation for Practical Applications

This study aimed to investigate the effect of the metaverse on concept learning, creative design performance, and learning engagement in green building. The main conclusions of this study are as follows:
  • The metaverse had a significant effect on concept learning in green building, especially in the example dimension, with a large effect size. However, it had no effect on linkages, hierarchical structure, or cross-linking terms. We recommend enhancing concept learning effectiveness by supplementing difficult and foundational course materials with concept teaching and other online resources.
  • The metaverse had a significant positive effect on the value, usability, novelty, and elaboration of creative design performance. This may be because the creative design tools in the metaverse, such as player settings, world exploration, item design, and architectural creation, effectively assist students in creative expression. We recommend using metaverse software with more green building design features in creative teaching in various professional fields to allow students to use them.
  • The metaverse had a significant positive effect on the attitude dimension of learning engagement but no significant effect on the cognitive, emotional, behavior, or social dimensions of learning engagement. It is recommended to provide metaverse platform teaching or guidance in design thinking projects to increase group interaction and enhance learning effectiveness in the cognitive, emotional, behavior, and social dimensions.

6.2. Limitations and Recommendations for Future Studies

This study found that the metaverse had a significant positive effect on concept learning (the example dimension), creative design performance (value, usability, novelty and elaboration), and learning engagement (the attitude dimension). However, some studies have indicated that the metaverse does not significantly affect divergent thinking ability [70] and that its effect on learning engagement is indirect, influenced by learning motivation and information literacy [16,67]. This could be due to the experiment being only conducted once. We were unable to conduct a more in-depth exploration of the differences or discovery of partial discussions on concept learning and learning engagement through a second experiment. Future research can explore different aspects of the effect and provide more training on metaverse operations and familiarity time to reduce learners’ cognitive load and improve teaching effectiveness.
The limitations of this study include the use of Minecraft software as the metaverse platform. The platforms and contexts used for concept learning and creative design in the metaverse may be different from the actual applications in green building, and the effects may also vary [7,10,15]. This could be due to differences in study subjects and professional fields. While digital avatars are more anthropomorphic and realistic, aiding learning and attracting users, their characteristics can also affect user adoption willingness, psychological distance, and social distance [78]. Future research can explore the correlations between different platform characteristics, avatar characteristics, and user characteristics to more comprehensively understand the factors influencing the use of the metaverse in educational applications.

Author Contributions

Conceptualization, Y.-S.C.; methodology, H.-J.T.; software, Y.-S.C. and H.-J.T.; validation, H.-J.T. and Y.-Y.W.; formal analysis, Y.-Y.W.; investigation, H.-J.T. and Y.-Y.W.; resources, Y.-S.C.; data curation, Y.-Y.W.; writing—original draft preparation, Y.-S.C. and Y.-Y.W.; writing—review and editing, Y.-S.C. and Y.-Y.W.; visualization, Y.-Y.W.; supervision, Y.-S.C.; project administration, Y.-S.C. and Y.-Y.W.; funding acquisition, Y.-S.C. All authors have read and agreed to the published version of the manuscript.

Funding

This research was funded by National Science and Technology Council, Taiwan grant number 113-2410-H-003-126-MY2.

Institutional Review Board Statement

Not applicable.

Informed Consent Statement

Informed consent was obtained from all subjects involved in the study.

Data Availability Statement

Data are contained within the article.

Conflicts of Interest

The authors declare no conflict of interest.

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Figure 1. Using the metaverse Minecraft platform to create a green building creative design project.
Figure 1. Using the metaverse Minecraft platform to create a green building creative design project.
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Figure 2. Green building concept map drawn by the participants.
Figure 2. Green building concept map drawn by the participants.
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Figure 3. Creative phone stand design.
Figure 3. Creative phone stand design.
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Figure 4. Mean scores for the concept map of the two groups.
Figure 4. Mean scores for the concept map of the two groups.
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Figure 5. Examples of concept maps from the experimental (left) and comparison (right) groups.
Figure 5. Examples of concept maps from the experimental (left) and comparison (right) groups.
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Figure 6. Mean scores for the creative design performance of the two groups.
Figure 6. Mean scores for the creative design performance of the two groups.
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Figure 7. Green building creative design performance project of the comparison group.
Figure 7. Green building creative design performance project of the comparison group.
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Figure 8. Green building creative design performance project of the experimental group.
Figure 8. Green building creative design performance project of the experimental group.
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Figure 9. Mean scores for the learning engagement of the two group.
Figure 9. Mean scores for the learning engagement of the two group.
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Table 1. Main teaching procedures.
Table 1. Main teaching procedures.
StageTime
(min)		Experimental GroupComparison Group
Introduction and Experience50Green building course activity explanation
1. Basic concept introduction
2. Course requirements
3. Assessment requirements
4. Course grouping
5. Group formation
(Introduction to the metaverse Minecraft Platform)(Introduction to the internet image platform)
Design Thinking1501. Basic concepts of green building
(1) definition of green building
(2) lifecycle of green building
(3) four major goals of green building
(4) list of indicators
(5) principles of green building design
2. Construction of green buildings
(1) Determine the theme of the green building project
(2) 5W1H1E thinking
(3) Drawing a concept map
(4) Setting up platforms and accounts
(5) Time for implementation, presentation preparation
(Using the metaverse Minecraft platform for prototype production)(Using the internet image platform for prototype production)
Presentation and Sharing80Presentation and Sharing
(Using the metaverse Minecraft platform for completion)(Using the Internet image platform for completion)
Summary20Summary of the green building course
(metaverse Minecraft platform)(Internet image platform)
Table 2. ANCOVA of creative design performance.
Table 2. ANCOVA of creative design performance.
ItemSourceSum of SquaresdfMean SquareFpEta Squared
Creative Design PerformanceValueExperimetal2.76712.7678.324 **0.0050.125
Error19.284580.332
UsabilityExperimetal4.43314.43310.217 **0.0020.150
Error25.163580.434
NoveltyExperimetal4.16114.1615.273 *0.0250.083
Error45.769580.789
ElaborationExperimetal7.15317.15314.530 **0.0000.198
Error29.044590.492
* p < 0.05, ** p < 0.01.
Table 3. ANCOVA of learning engagement.
Table 3. ANCOVA of learning engagement.
ItemSourceSum of SquaresdfMean SquareFpEta Squared
Learning EngagementcognitiveExperimental1.55311.5532.1740.1460.037
Error40.719570.714
emotionalExperimental1.53411.5342.1710.1460.035
Error41.686590.707
behaviorExperimental2.76912.7693.0370.0870.049
Error53.785590.912
attitudeExperimental2.92012.9204.384 *0.0410.069
Error39.295590.666
socialExperimental3.25913.2593.1500.0810.051
Error61.039591.035
* p < 0.05
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Chang, Y.-S.; Wang, Y.-Y.; Tsai, H.-J. The Metaverse in Green Building Concept Learning, Creative Design Performance, and Learning Engagement. Sustainability 2024, 16, 6264. https://doi.org/10.3390/su16146264

AMA Style

Chang Y-S, Wang Y-Y, Tsai H-J. The Metaverse in Green Building Concept Learning, Creative Design Performance, and Learning Engagement. Sustainability. 2024; 16(14):6264. https://doi.org/10.3390/su16146264

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Chang, Yu-Shan, Yen-Yin Wang, and Hsin-Jou Tsai. 2024. "The Metaverse in Green Building Concept Learning, Creative Design Performance, and Learning Engagement" Sustainability 16, no. 14: 6264. https://doi.org/10.3390/su16146264

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