Impact of Metaverse Technology on Academic Achievement and Motivation in Middle School Science

Abstract

This study explores the effects of Metaverse technology on middle school learners’ academic performance and motivation in science subjects. Utilizing a quasi-experimental design, 33 students in the experimental group were exposed to the Metaverse for one semester, while 32 students in the control group continued with traditional teaching methods at School 148 in Riyadh. Data collection instruments included a validated science achievement test and a motivation scale. The results demonstrated that the nodes were statistically significantly improved in the experimental group, receiving an average post-test score of 73.1, as compared with the control group, receiving an average post-test score of 65.9 (t = 2.3, p < 0.05). The scores in motivation were also slightly higher in the experimental group, with a mean of 26.9, as compared with the control group, with a mean of 17.1 (t = 5.75, p < 0.05). For academic achievement and motivation, the effect sizes were quite high: fixed effect = 1.091; random effect equals 1.086. These results demonstrate the possibilities of Metaverse technology in revolutionizing the way students learn science. This technology could be a valuable tool for instruction in science classes to enhance performances and influence students’ attitudes positively towards enhanced learning environments in schools.

1. Introduction

Most teachers use technology to improve the educational process and provide better environments for students to learn parts of their curricula. They have improved communication and information technology by creating educational platforms using virtual worlds and utilizing the flexibility of the internet to provide learning opportunities regardless of time and location. With technological advances, 3D environments have evolved into virtual reality (VR) and augmented reality (AR), each offering unique features that enhance their applicability to the learning environment. VR sets up mock reality by providing an entirely visual and auditory experience (Bailey & Bailenson, 2017) [1]. Undoubtedly, specific subjects, particularly in the sciences, necessitate the integration of these technologies in their instruction. Technology plays a crucial role in teaching these subjects because AR and VR technologies can present scientific content in a manner that simulates reality. This approach aids students in comprehending biological processes within cells and their environments and explains natural cosmic phenomena, reinforcing accurate scientific concepts (Fromm et al., 2021) [2].

A significant development in 3D environments is known as “the Metaverse”. The Metaverse is one of the most essential unconventional global projects. It represents a promising Internet application that maintains continuous connections in 3D format. Users can shop, entertain themselves, or learn through avatars within it, working much like a channel or medium between the physical and virtual worlds. Although the Metaverse concept was created several decades ago, it only took on clear, pointed meaning after 30 years. In 2021, one of the most significant steps associated with the term and concept of the “Metaverse” came into broad discussion with the rebranding of Facebook into Meta by Zuckerberg (2021) [3]. Separate platforms that provide access to the Metaverse include Second Life, Decentraland, Sandbox, and Stage Verse (De Felice et al., 2023) [4].

On the education front, Metaverse learning uses the power of artificial intelligence, virtual reality, and other technologies. This would provide teachers and learners—the students—with a direct and participatory learning method within a virtual learning environment. This approach is aligned with the following chief objective of the “Next Generation AI Development Plan” that the State Council of the United States announced in 2017: creating a student-centered education environment that would provide accurate education services and enable personalized education throughout one’s life. Consequently, the Metaverse represents a profound modern teaching innovation including VR modeling, collective intelligence, cross-media analysis, reasoning, and hybrid augmented intelligence education. It is, therefore, a new trend in learning that is most inviting for learners to participate in the learning process compared with traditional teaching in terms of environment and concepts (Liu, 2022) [5].

Furthermore, the Metaverse relies heavily on advanced technologies such as virtual, augmented, and mixed reality to offer an immersive virtual environment. In turn, they facilitate the creation of realistic conditions for a simulated experience in virtual spaces. Although VR and AR offer different immersion levels, they are similar when considering the parameters of immersion, presence, and engagement (Gokasar et al., 2023) [6]. Immersion evaluates the effectiveness of VR, AR, and MR in creating a life-like environment. The user’s sense of physical presence within the environment is known as presence, whereas the learner’s heightened interest, focus, and enjoyment, classified into behavioral, emotional, and cognitive engagement, are known as engagement (Hamari et al., 2016) [7]. This combination offers a unique learning experience comparable to real-life experiences.

The application of the Metaverse to teaching science is based on its positive effect on the academic achievement of students, improved learning outcomes, increased engagement, and a proper understanding of sophisticated scientific concepts. Metaverse-based science education fosters a culture of lifelong learning that stimulates people of all ages to explore and understand the ever-changing aspects of science. Metaverse platforms provide an immersive, thus, interactive, experience for understanding the concepts of science by students. These platforms are not limited by geographical areas, ensuring high-quality educational content for a broad audience (Al-Yakin & Seraj, 2023) [8]. With infinite customization, this educational perspective enables science teaching in the extraordinary virtual environment of the Metaverse. One can design lecture halls, hospitals, offices, and clinics nearly simulated in physical reality, allowing for better interactions. Metaverse environments of educational experiences encourage students to participate in research and learn from a didactic perspective, fostering fun, excitement, and interactivity. Diaz et al. (2020) [9] reported that this enhances academic achievement.

According to Zeidan (2003) [10], the motivation to learn is an essential feature of science education because it focuses students’ attention on realizing goals, increasing interest and activity, stimulating thinking processes, directing activity towards a specific result, reducing distraction, and aiding readiness to learn. The Metaverse, with its attractive and impressive environment, can boost student motivation. Yang et al. (2024) [11] found, through an experimental study, that there is a significant relationship between a Metaverse environment and motivation for learning. Game-based learning experiences in a Metaverse environment establish internal and external controls as intermediaries between playing in the Metaverse and learning satisfaction. Thus, the five game elements of challenge, reward, feedback, project-based, and social interaction increase learning motivation and, hence, learning satisfaction.

Nevertheless, science is intrinsically a cumulative subject since it requires learners to attain a high level of academic achievement, which would help them better understand and recall previous information further and relate it to current information. Academic achievement is the prime goal of education since it acts as the only basis for a student to achieve success, advance to higher grades, and stream into various tracks other than gaining admittance to the university. Despite its importance, academic achievement is generally low across multiple subjects, particularly science, and has declined at different educational levels. This has necessitated investigating the causes of this decline and attempting to overcome them by applying new educational strategies that increase students’ motivation to learn (Al-Semirat, 2023) [12]. Hence, the Arab students’ unsatisfactory results in international tests such as TIMSS and PISA drive a growing interest in developing science teaching methods that adopt modern educational approaches. For instance, Saudi Arabian students ranked 40th on the TIMSS test, which is disappointing (BouJaoude, 2020) [13].

Several studies have shown that students in Saudi Arabia need modern science teaching strategies to improve their academic achievement and attention to science, as well as to elevate their motivation for learning to a level that encourages exploration and scientific achievement. For example, Al-Bishri (2022) [14] confirmed low academic achievement among middle school students and the need for interactive digital strategies. Additionally, Al-Balushi (2024) [15] recommended implementing 3D technologies because of their positive impact on student achievement, revealing a significant positive effect of augmented reality on the academic performance of fourth-grade students in science. Emssaidoun (2021) [16] noted low motivation among students to learn science due to a lack of appropriate educational tools, insufficient activity and application, and a lack of stimulating resources. Thus, students need modern strategies to enhance their motivation to study science, particularly digital learning strategies and modern technologies (Elgendy et al., 2021) [17]. Employing the Metaverse as one of the latest digital technologies aligns with Saudi Arabia’s Vision 2030, which seeks to promote digital learning and use the latest technologies, focusing on science and mathematics (Vision 2030, 2017). Conferences have highlighted the importance of advancing and developing teaching methods and learning environments and integrating digital and interactive environments. For instance, the International Conference on Technology in Mathematics Education has highlighted the importance of researching the use of augmented reality and similar technologies in teaching (Figueiredo, 2015) [18].

The current research attempts to show how the incorporation of Metaverse technology may affect performance and desire to learn among students who are taught through technology. Specifically, this research aims to answer the following questions: (1) how can you define Metaverse technology? My second research question is as follows: (2) in what manner does applying Metaverse technology in the teaching of science subjects impact the academic performance of middle school students? Further regarding this research question, my third research question is (3) in what manner does applying Metaverse technology affect school learners regarding their interest in learning science? This study is therefore carried out in a way that produces empirical data on whether learning science subjects are enhanced through a Metaverse environment.

There is little research in the current literature that examines the implementation of the Metaverse in middle school learning environments. However, the current literature provides an overrepresentation of research that seeks to explore the implementation of VR and AR within non-elementary university learning environment settings. Furthermore, prior research has primarily focused on broad outcomes like students’ engagement or satisfaction levels, but real-world investigations of the impact of the Metaverse on learners’ achievement and motivation in science, a timely subject for the development of the competencies required for the future STEM workforce, are scarce. This is the case for Saudi Arabia, where learner achievement in mathematics and science, as confirmed by TIMSS and PISA, has largely been poor, which is a situation that calls for more creative approaches toward enhancing learning and engagement in science education.

This study seeks to address these gaps by identifying how the use of Metaverse technology in middle school science classes can address the two aspects of achievement. In so doing, this research provides a quasi-experimental account of how Metaverse environments may be used to support learning outcomes. Different from prior research attempts that focused on VR or AR in some aspects of education, this research offers an idea about the full-fledged use of the Metaverse to potentiate science education and encourage students to engage in constructive and innovative learning and exploration.

In this way, this study contributes to the growing body of knowledge by addressing the following key areas: first, the scarcity of published papers on Metaverse use in middle school science, and second, the paucity of data documenting the effects of IVLEs on both achievement and motivational elements. The expected contribution of this study is the provision of real-life implications to educators and policymakers, especially in the formulation of education policies that match modern technological innovations, thus assisting in achieving the general goal of enhancing education outcomes in science.

• The research objectives are as follows:

• To understand Metaverse technology and its importance in teaching science through literature reviews.
• To explore the impact of employing Metaverse technology in teaching science to enhance academic achievement among middle school students.
• To investigate the impact of employing Metaverse technology in teaching science on the motivation of middle school students.

Several factors contribute to the theoretical significance of this research. It provides a theoretical overview of Metaverse technology and its applications in science education, marking the first study of its kind in the Arab educational field (to the best of our knowledge). There is a scarcity of Arabic studies that address the Metaverse. This research examines the following dependent variables: academic achievement in science and motivation toward learning, along with related definitions and literature. It explores the impact of employing modern technology, specifically Metaverse technology, on student performance. It emphasizes the necessity for science subjects to incorporate modern technology into their teaching.

The current research also holds practical significance. It provides measurement tools designed by the researcher, including an achievement test in science and a motivation scale, which can be utilized in future studies and serve as references for other researchers in designing their instruments. The results are critical for assessing middle school students’ academic achievement and motivation in science, thereby contributing to understanding the impact of technologies such as the Metaverse, virtual reality, and augmented reality on academic performance and motivation. This research allows teachers to experiment with new teaching technologies that simplify science education.

This research investigates the impact of Metaverse technology on enhancing academic achievement and motivation for learning in science courses among second-grade middle school students. This study was conducted during the first semester of the academic year 1445 AH at School 148 in Riyadh. The study sample consisted of female second-grade middle school students.

2. Literature Review

Recent studies highlight the transformative potential of Metaverse technology in enhancing academic achievement and motivation in middle school science education. Analyzing new publications, one can identify the discursive shift in Metaverse technology to improve educational outcomes and motivation in middle school science education. In a quantitative study using a case study at Prince Saud Elementary School, Otim (2023) [19] established that the features of virtual and augmented reality in classroom teaching and learning stimulated students’ passion and boosted their understanding of scientific concepts. It is clear from the study that teachers require proper resources and student training to embrace Metaverse gadgets in their teaching practice. In line with these, Al-Nawaiseh et al. (2023) [20] used a quasi-experimental research design, a “post-test for single group’” with 100 Mutah University students. Their study showed a positive change in students’ perceptions of learning through augmented reality platforms, thus advocating for the Metaverse in education and future research. Also, the recent work by Fanguy and Kharbash (2023) [21] outlined recommendations for conducting virtual activities in the context of the Metaverse. In their specific case, their research using a week’s educational program at a South Korean university contrasted social learning in the Metaverse to present high levels of course comprehension regarding abstract and complex scientific theories such as the hard and soft acids and bases (HSAB) theory and high overall satisfaction.

Yang et al. (2024) [11] later investigated the motivational aspect using game design principles in a Metaverse environment. A study by Itzhak and colleagues of 117 undergraduate students showed that incorporating aspects like difficulties, incentives, and social factors in the virtual learning environment independently enhanced learners’ motivation and satisfaction. These cumulative outcomes presented here exemplify the immense value of Metaverse technology within educational settings; however, they also highlight the imperative for further investigation on the method of integration and teacher professional development programs.

After examining prior studies and comparing their findings, this paper presents the points of agreement, differences, research gaps, unique aspects of the current study, key points not addressed by previous studies, and the author’s academic contribution.

Previous studies by Otim (2023) [19], Al-Nawaiseh et al. (2023) [20], Fanguy and Kharbash (2023) [21], and Yang et al. (2024) [11] agreed that Metaverse technology has a significant positive impact on enhancing students’ learning experiences and motivation. Each study highlights the interactive and engaging nature of the Metaverse, which transforms traditional learning methods by employing virtual reality, augmented reality, and virtual worlds to make scientific concepts more accessible and enjoyable to students. Additionally, these studies recommended further integrating Metaverse technology in educational settings and advocating teacher training to maximize its benefits.

Despite overarching agreement, these studies differ in their specific focuses, methodologies, and sample populations. Otim (2023) [19] used a qualitative approach involving semi-structured interviews with a small sample of elementary school students. In contrast, Al-Nawaiseh et al. (2023) [20] employed a quasi-experimental design with a larger university-level sample. Fanguy and Kharbash (2023) [21] provided guidelines for implementing Metaverse activities in a university setting, focusing on HSAB theory. In contrast, Yang et al. (2024) [11] examined the application of game principles in Metaverse technology to boost learning motivation among undergraduate students. These methodological differences highlight Metaverse technology’s diverse applications and potential across educational levels and contexts.

The identified research gap is the limited application of Metaverse technology at the middle school level, as most previous studies have focused on elementary or university students. Additionally, while the existing research confirms the effectiveness of Metaverse technology in various educational settings, there is a need for more empirical evidence on its impact on middle school students’ science achievement and motivation. The current study aims to fill this gap by applying Metaverse technology at the middle school level and verifying its effectiveness through a science achievement test and motivation scale.

Previous studies have not fully addressed the specific impact of Metaverse technology on middle school students’ science achievements and motivation. Additionally, the existing literature lacks a detailed analysis of adapting Metaverse technology to meet middle school students’ developmental and cognitive needs. Furthermore, the existing literature does not thoroughly explore the integration of a science achievement test and a motivation scale specifically designed for middle school students.

The author’s academic contribution lies in providing a novel application of Metaverse technology at the middle school level, extending the current understanding of its effectiveness across different educational stages. This study provides valuable insights into enhancing science education and motivation in middle school students by utilizing a science achievement test and a specific motivation scale for this age group. This research fills a significant gap in the literature and provides practical recommendations for educators and policymakers on integrating Metaverse technology in middle school curricula.

Current technologies like virtual reality (VR), augmented reality (AR), and the Metaverse have been the subject of research in education in the last few years, mostly in relation to teaching and learning achievements as well as motivation. Among the limited literature in this area, Otim (2023) [19] conducted a quantitative case study that targeted Prince Saud Elementary School. Otim’s observations stressed that technology with the help of VR and AR improved the learners’ interest and understanding of scientific knowledge; at the same time, it pointed to the need for the preparation of adequate technology resources and training for educators. In the same context, Al-Nawaiseh et al. (2023) carried out a quasi-experimental study at Mutah University that investigated the effects of augmented reality platforms on perceptions of learning. Their results were in line with the optimistic effects of augmented reality in creating changes to educational learning and, as such, embodied a potentially more powerful impact from the Metaverse given the immersion materialized in AR. Their study indicated that there is a need to conduct research on the more generic use of these technologies, especially in other learning environments.

The work by Fanguy and Kharbash (2023) also attempted to take the discussion of carrying out educational activities in the Metaverse to the next level by offering suggestions based on real data collected during a week of a program at a Korean university. In their study, they successfully tested information deepening, particularly the HSAB theory, as well as captured the affective domain through student satisfaction. Their paper shows that in addition to creating interest in students, Metaverse technology can be used to help teach concepts when the material is difficult to explain. Yang and colleagues (2024) paid particular attention to the motivational aspect, highlighting the use of challenge, reward, and social aspects of game elements in the Metaverse, and reported an increase in motivation and learning satisfaction among undergraduate students. These studies together have pointed out the opportunity to use the Metaverse in education.

However, these popular ideas about the utilities of these up-and-coming technologies can be offset by differences in Metaverse integration to these studies. For example, Otim (2023) [19] conducted a cross-sectional study with students from one elementary school, in contrast to the cross-sectional study conducted with university students by Al-Nawaise et al. (2023). The sample populations and research settings equally and significantly differed, where some research was conducted among university science course students, while other research was conducted among young scholars. These variations underscore the diverse applications of Metaverse technology, yet they also expose the following significant research gap: the relatively low use of the Metaverse in middle school learning, specifically science learning. Even though previous works confirm the effectiveness of the Metaverse as an educational platform in terms of university education, it is still uncertain how the platform can influence students’ results regarding middle school education.

To that end, this study is designed to fill that gap by incorporating the virtue of Metaverse technology into supporting and nurturing middle school science education and achievement in academic outcome and motivation. Unlike the existing research that has predominantly targeted older L/New Oriental students or the features and perspectives of learning, this study considers the general possibilities of the Metaverse for young learners at a critical developmental age. Furthermore, there is a lack of information in the current literature concerning how Metaverse technology might be used and advanced to address the developmental and cognitive abilities of middle school students. Connecting current science achievement tests and the motivation scale for this age group, this research provides valuable information about the successful application of the Metaverse in middle school science learning. Moreover, these findings offer practical implications for practice and policy related to the use of this advanced technology in middle school education.

In sum, based on the literature, we see the advantages of incorporating some of the most recent technologies such as VR, AR, and the Metaverse in learning, but still, little research has been conducted to determine how these tools have a positive effect on middle school students especially in the context of science lessons. This study seeks to address that gap by establishing the effectiveness of the Metaverse in enhancing both academic performance and motivation among middle school students. In this way, it develops the existing information and provides significant contributions to the field of educational technology.

3. Theoretical Framework

3.1. Metaverse Technology

The Metaverse is “a modern internet-connected technology offering users an immersive social experience through augmented reality that mimics the real world” (Braguez et al., 2023, p. 504) [22]. It features a blockchain-based economic system, blending virtual and real worlds into a unique economic and social system for each user, where users can create and modify content (Braguez et al., 2023) [22]. Operationally, it is defined as “a modern technology that combines virtual reality, augmented reality, and artificial intelligence using specific tools, such as mobile phones and dedicated glasses. It allows students to merge the virtual and real worlds in their locations, facilitating science teaching through lessons designed for the virtual environment, enabling interaction and experimentation”. The Metaverse offers several benefits in education, particularly in science teaching, such as creating virtual laboratories that allow students to conduct experiments and interact with complex models (Rahmat et al., 2022) [23], providing an engaging learning environment that simulates real-world scenarios (Qadir, 2023) [24], reducing costs compared with traditional laboratories (Qadir, 2023) [24] and facilitating social interaction and collaboration among students (Jovanović & Milosavljević, 2022) [25].

3.2. Academic Achievement

Academic achievement is defined as “the sum of knowledge and information acquired by a student through educational experiences resulting from effort exerted during learning, whether at school, home, or reading books, measurable by school tests, typically reflecting the student’s overall grade at the end of the year” (Al-Fakhri, 2018, p. 11) [26]. Operationally, it is defined in the current research as “the amount of knowledge and information accumulated by a student over a specific period of study and revision, or the benefit gained from the science subject, as measured by the achievement test prepared for this purpose”.

Academic achievement is a critical indicator of a student’s success, educational level, and curriculum comprehension (Khaled, 2017) [27]. It determines a student’s appropriate type of study and aids in career selection. Moreover, it contributes to developing students’ personalities, ensuring satisfaction with their needs, and protecting them from behavioral problems (Khaled, 2017) [27]. Metaverse technology positively impacts academic achievement in science education by assisting students in learning innovatively and interactively (Otim, 2023) [19], enabling them to apply experiments in three-dimensional environments (Al-Qarni, 2024) [28], as well as simulating complex scientific phenomena and simplifying them in a novel and educational manner (Otim, 2023) [19].

3.3. Motivation

Motivation is “an internal force or latent energy within a student that creates a desire for learning and academic achievement” (Hajouji & Khalafah, 2019) [29]. Generally, motivation is defined as “an internal energy inherent in living beings that stimulates and motivates them to perform specific behaviors in their external world” (Askar, 2019) [30]. The current research defines it as “an internal drive within a student that propels them towards learning, enhancing their mental and physical capabilities and activity positively towards achieving the learning goal” (Theoretical Framework of Dr Nourah, n.d.).

Motivation plays a crucial role in guiding students and effectively accomplishing their educational tasks, enhancing good outcomes, encouraging the pursuit of success, and fostering perseverance until they reach the balance necessary to achieve their goals (Kahal et al., 2020) [31]. Another important aspect is that motivation releases students’ latent energy, stimulates their activities, and encourages them to engage in learning science (Al-Salem et al., 2020) [32]. The Metaverse technology positively influences students’ motivation in science learning by increasing students’ enthusiasm and motivation to study the subject by providing a lively and engaging educational experience (Al-Harthy & Al-Essa, 2022) [33] and enhancing student participation and interaction in science activities and experiments (Al-Yakin & Seraj, 2023) [8].

4. Methodology

4.1. Research Design and Sample

This study employed a quasi-experimental design with partial control for the following equivalent groups: experimental and control groups. The research population comprised 150 female middle school students from School 148 in Riyadh, Saudi Arabia. A purposive sample of 67 third-year students was selected and divided into two groups using a lottery system. The experimental group (Group A, n = 33) studied using Metaverse technology, while the control group (Group B, n = 34) studied using traditional methods.

4.2. Instruments

The following research tools were developed for this study: the Academic Achievement Test in Science and the Motivation Scale for Learning.

4.3. Academic Achievement Test in Science

The Academic Achievement Test in Science was designed to measure students’ academic achievement in the experimental and control groups during pre-test and post-test applications. The test content was based on the “Matter and Energy” unit from the second-grade science book (first semester) prescribed for third-grade middle school students in Saudi Arabia. The test consisted of 20 multiple-choice questions and 20 true/false questions on scientific terms, with a total score of 40 points. The test’s validity was established through expert judgment, and its reliability (Cronbach’s alpha = 0.84) was found to be adequate (Hamid, 2016) [34]. The difficulty index for the test items ranged from 31 to 59, and the discrimination index ranged between 0.33 and 0.70, indicating acceptable levels (Al-Emam et al., 1990) [35].

4.4. Motivation Scale for Learning

The Motivation Scale for Learning was developed to measure middle school students’ motivation toward learning science before and after using Metaverse technology. The scale’s dimensions and items were formulated based on a literature review and existing scales (Elgendy et al., 2021; Al-Otaibi & Al-Dughaim, 2018; Jad, 2021) [17,36,37]. The following four dimensions were selected for their relevance to the Metaverse environment and science subject: (1) desire to learn science and a positive attitude toward it, (2) focus on learning and completing tasks, (3) stimuli in the learning environment, and (4) ambition and perseverance. The initial version of the scale included 25 items, and responses were measured using a five-point Likert scale.

4.5. Procedures

The procedural steps of this study were as follows: The procedures for this research were multistep. First, the research instruments that were used in this study were developed, namely, the Academic Achievement Test in Science and the Motivation Scale for Learning. Subsequently, samples were chosen and then divided between the experimental and control groups. Both groups were given the achievement test and motivation scale as the pre-tests. The experimental group followed instructions in the “Matter and Energy” unit via the Metaverse, while the control used conventional teaching methods. Finally, after the completion of treatment, post-tests were given to both groups. Descriptive statistics, including mean and standard deviation, and inferential statistics, including independent sample t-tests, analysis of variance (ANOVA), effect size, correlation coefficients, and Cronbach’s alpha, were used to answer the research questions.

Table 1. Weighted value scores and response scores on scale items using the five-point Likert scale.

Degree of Agreement	Score	Category Range	Motivation Level
Strongly Agree	5	4.21–5	Very High
Agree	4	3.41–4.20	High
Neutral	3	2.61–3.40	Medium
Disagree	2	1.81–2.60	Low
Strongly Disagree	1	1–1.80	Very Low

illustrates the weighted value scores and corresponding motivation levels for the responses on a five-point Likert scale. “Strongly Agree” is scored as 5 (4.21–5.00), indicating a very high motivation level; “Agree” is scored as 4 (3.41–4.20), indicating a high motivation level; “Neutral” is scored as 3 (2.61–3.40), indicating a medium motivation level; “Disagree” is scored as 2 (1.81–2.60), indicating a low motivation level; and “Strongly Disagree” is scored as 1 (1.00–1.80), indicating a very low motivation level. This table provides a clear framework for interpreting levels of agreement and motivation based on scores.

4.6. Validity and Reliability

Face validity, popularly referred to as content validity, is the first stage of preparing scale items for evaluation. Five members of the faculty who focus on methods of teaching science also examined the items and proposed a rating of their accuracy, in relation to each type of dimension, and relevance for measuring agreement. The reviewers’ agreement rate of about 80% endorsed the level of consensus and the validity of the tool. After considering reviews from the panel of reviewers, modifications were made, and the eventually developed scale comprised four dimensions, including 24 items. After that, the validity of the scale was examined, and the Cronbach alpha coefficients of various dimensions are depicted in

Table 2. Cronbach’s alpha values are used to measure the reliability of the learning motivation scale for middle school students.

Dimension of the Scale	Number of Items	Cronbach’s Alpha
Desire to Learn Science and a Positive Attitude	6	0.931
Effectiveness and Activity in Learning	7	0.921
Learning Environment Stimuli	5	0.901
Ambition and Perseverance	6	0.91

.

Figure 1 and Table 3 show that the overall Cronbach’s alpha reliability coefficient for the scale was 0.901. The reliability coefficients for the scale dimensions ranged from 0.921 to 0.931. These coefficients are both appropriate and acceptable, indicating that the scale has suitable reliability (El-Khateeb & El-Khateeb, 2011, p. 102) [38].

4.7. Preparing the Unit for Employing Metaverse Technology

The current research utilized the ADDIE instructional design model, summarized in Table 3.

Table 3. Instructional design of science lessons according to the ADDIE model.

ADDIE Design Phase	Key Procedures
Analyze	Identify learning objectives, learner characteristics, technical requirements, content analysis, main scientific concepts of the unit, and activities and experiences that suit learner needs.
Design	Select content represented in unit lessons. Identify the information and media to be used in the unit. Present content interactively to ensure student engagement. Design activities to fit the Metaverse environment. Select the appropriate Metaverse platform, found at https://recroom.com/ (accessed on 13 July 2024), that is free and suitable for the students’ age group. Identify tools and technologies to be used in the Metaverse environment (e.g., mobile phone, VR headset).
Develop	Create the Metaverse environment by building a virtual environment suitable for the unit content. Integrate educational content into the Metaverse environment. Test the Metaverse environment to ensure functionality. Develop activities and program and test interactive activities within the Metaverse environment for effectiveness and appeal. Develop assessment tools by designing and integrating assessment tools into the Metaverse environment to measure student learning.
Implement	Deliver the unit to students. Guide students to access the Metaverse environment and explain the rules for its use. Manage the learning process by monitoring the learning process, providing student support, and giving feedback on performance.
Evaluate	Evaluate student learning and assess the unit’s effectiveness by applying tests.

Table 3. Instructional design of science lessons according to the ADDIE model.

ADDIE Design Phase	Key Procedures
Analyze	Identify learning objectives, learner characteristics, technical requirements, content analysis, main scientific concepts of the unit, and activities and experiences that suit learner needs.
Design	Select content represented in unit lessons. Identify the information and media to be used in the unit. Present content interactively to ensure student engagement. Design activities to fit the Metaverse environment. Select the appropriate Metaverse platform, found at https://recroom.com/ (accessed on 13 July 2024), that is free and suitable for the students’ age group. Identify tools and technologies to be used in the Metaverse environment (e.g., mobile phone, VR headset).
Develop	Create the Metaverse environment by building a virtual environment suitable for the unit content. Integrate educational content into the Metaverse environment. Test the Metaverse environment to ensure functionality. Develop activities and program and test interactive activities within the Metaverse environment for effectiveness and appeal. Develop assessment tools by designing and integrating assessment tools into the Metaverse environment to measure student learning.
Implement	Deliver the unit to students. Guide students to access the Metaverse environment and explain the rules for its use. Manage the learning process by monitoring the learning process, providing student support, and giving feedback on performance.
Evaluate	Evaluate student learning and assess the unit’s effectiveness by applying tests.

4.8. Distribution of the Science Curriculum

The prescribed lessons for teaching science to second-year middle school students were distributed according to the usual schedule, maintaining a standard weekly distribution of four periods per week. The lessons from the selected unit were integrated into the existing weekly lesson plan without any modifications.

4.9. Student Learning Methods (According to the Virtual Environment of Metaverse Technology)

The researcher designed lessons to be compatible with virtual presentations, utilizing the platform’s available features to aid in explaining information.

4.10. Research Procedures

Pre-Application of Research Tools

The research group at School 148 in Riyadh received a pre-test for academic achievement in science (covering the selected unit) on 2/4/1445 AH. The scores were recorded, and the mean and standard deviation of the research tools’ pre-application results were calculated.

Table 4. Pre-test academic achievement in science.

Group	Mean Score	Standard Deviation	Calculated “T” Value	Tabular “T” Value	Statistical Significance
Control Group	65.9	11	3.7	2.2	Not Statistically Significant
Experimental Group 2	66.1	11.5

indicates no significant difference between the scores of the experimental group and the control group on the academic achievement test in science (specifically, the achievement test for the Matter and Energy unit, using the same test pre- and post-application).

On 2/4/1445 AH, the research group at School 148 in Riyadh conducted a pre-application of the motivation scale. The scores were recorded, and the mean and standard deviation of the pre-application results of the research tools were calculated.

Table 5. Preliminary application of the motivation scale.

Group	Mean Score	Standard Deviation	Calculated “T” Value	Tabular “T” Value	Statistical Significance
Control Group	17.1	6.7	4.2	1.9	Not Statistically Significant
Experimental Group 2	17.3	7.1

shows no significant difference in the scores between the experimental and control groups on the motivation scale for learning science material. The experimental group received instruction in the science unit using the Metaverse technique, whereas the control group received guidance for the same unit (Matter and Energy) using conventional methods. We taught the unit using the Metaverse technique during the first semester of the 1445 AH academic year, from 2/4/1445 to 18/4/1445. After completing the teaching of the chosen unit (Matter and Energy) using the Metaverse technique for the experimental group, the research tools (achievement test and motivation scale toward learning) were reapplied to measure students’ scores after the teaching experiment. The post-application of the test and research scale was conducted on 18/4/1445 AH.

4.11. Statistical Analysis

The results were recorded and statistically analyzed using both descriptive and inferential statistical techniques. Descriptive statistics involved calculating the research group’s mean and standard deviation in both the motivation scale’s preliminary and post-application stages. Inferential statistics were used to calculate the significance and effect size for the paired samples, using a program to determine the significance of the differences between the scores of the experimental and control groups. To answer the research questions, various statistical methods were employed including the independent sample t-test for comparing the means of two groups, analysis of variance (ANOVA) and effect size calculation, correlation coefficients to calculate internal consistency, and Cronbach’s alpha method to assess test reliability.

5. Results

We addressed the research questions and presented the results to achieve the research objectives. We took the following steps to answer the second research question “What was the impact of using the Metaverse technique in science education on the academic performance of middle school students?” We conducted an independent sample t-test to identify differences between the scores of the experimental and control groups. We calculated means, standard deviations, and t-values to identify statistically significant differences between the experimental and control groups’ scores on the science achievement test.

Table 6. T-value and significance level for the control vs. experimental groups in academic achievement.

Group	Mean Score	Standard Deviation	Calculated “T” Value	Tabular “T” Value	Statistical Significance
Control Group	65.9	12.10	2.3	1.97	Statistically Significant
Experimental Group 2	73.1	10

below illustrates the results.

The results in Table 7 indicate a significant increase in the calculated t-value compared with the tabulated value (1.97) at a significant level of 0.05. This suggests statistically significant differences between the scores of the experimental group, taught using the Metaverse technique, and the control group, taught using traditional methods, in the science academic achievement test. Therefore, this study rejected the first hypothesis. This highlights the positive impact of Metaverse techniques on teaching science materials and students’ academic achievement. Students engage in a learning experience that simulates reality, which enhances their acquisition and retention of information and ultimately leads to higher academic achievement. These findings are consistent with those reported by Al-Nawaiseh et al. (2023) [20] and Otim (2023) [19].

5.1. The Effect of the Metaverse Technique on Academic Achievement in Science

The effect size (d) was calculated for the independent variable (Metaverse technique) on the dependent variable (academic achievement in science). The eta-squared (η²) value was obtained, representing the total variance in the dependent variable (achievement), which can be attributed to the independent variable (Metaverse technique). The following table elucidates the effect size values and coefficients specific to the independent variable of the current research, which represents the Metaverse technique, and the dependent variable, which represents academic achievement in science. An eta value of 0.13 indicates a large effect, and if it reaches 0.21, it indicates a very large effect (Hassan, 2011, p. 283) [39].

Table 7. Impact of the independent variable (Metaverse technique) on the dependent variable (academic achievement).

Independent Variable	Dependent Variable	η2 Value	d Value	Effect Size
Metaverse Technique	Academic Achievement	0.193	1.091	Very Large

Table 7. Impact of the independent variable (Metaverse technique) on the dependent variable (academic achievement).

Independent Variable	Dependent Variable	η2 Value	d Value	Effect Size
Metaverse Technique	Academic Achievement	0.193	1.091	Very Large

The preceding table reveals a value of 0.193 and a d value of 1.091, indicating a very large effect size. This suggests that employing the Metaverse technique has a significant impact on scientific academic achievement.

5.2. The Results for the Third Research Question

To address the third research question, “What is the effect of employing the Metaverse technique in science education on students’ learning motivation in middle school?”, the means, standard deviation, and t-test values were calculated. These calculations revealed statistically significant differences between the experimental and control groups’ scores on the learning motivation scale, as presented in the following table:

Upon examination of the previous

Table 8. T-test and significance of differences in learning motivation between groups.

Group	Mean Score	Standard Deviation	Calculated “T” Value	Tabular “T” Value	Statistical Significance
Control Group	17.1	6.7	5.75	1.99	Statistically Significant
Experimental Group 2	26.9	8.1

, it is evident that the calculated t-value is greater than the tabulated value, precisely 1.99, at a significance level of 0.05. This indicates statistical differences between the scores of the experimental group, taught using the Metaverse technique, and the control group, taught using conventional methods, on the learning motivation scale. This implies rejection of the second research hypothesis, suggesting a positive impact of the Metaverse technique on learning motivation among middle school students. This Metaverse environment provides an engaging and unique experience that enhances student motivation and engagement. These findings are consistent with those of Fanguy and Kabash (2023) [21] and Yang et al. (2024) [11] regarding the impact of employing a Metaverse technique on learning motivation. To identify the effect of the Metaverse technique on learning motivation among middle school students, the effect size (d) of the independent variable (Metaverse technique) on the dependent variable (learning motivation) was calculated. The η² value was derived using the method employed for the first dependent variable. The following table illustrates the effect size of the independent variables.

The preceding

Table 9. Effect size of the Metaverse technique on learning motivation.

Independent Variable	Dependent Variable	η2 Value	d Value	Effect Size
Metaverse Technique	Learning Motivation	0.190	1.086	Very Large

reveals a value of 0.190 and a d value of 1.086. This indicates a large effect size, suggesting that employing the Metaverse technique in science education has a significant and clear impact on middle school students’ learning motivation.

6. Discussion

In this study, it was revealed that the integration of Metaverse technology brought significant positive improvement in the academic performance as well as learning motivation of middle school students in science class. The Metaverse is very engaging because of its three-dimensional environment, and since the students were already used to playing games online, this made them understand the scientific concepts learned better. In the Metaverse environment, students are free to solve problems using the information they receive; therefore, self-motivation is an appreciated aspect of the teaching and learning process and metaconnections are promoted within the scientific content. This facilitates one’s conceptual knowledge and increases one’s academic performance as concept/script discovery is uninhibited. These findings align with Otim (2023) [19] and Fanguy and Khabash (2023) [21], who posit that Metaverse technology will lead to increased interaction between students and content, especially scientific, and the use of the technology to foster critical thinking through simulations.

Motivation, therefore, depicts the level of participation that Metaverse technology increases among students. Through simulations, such as the energy transformation simulation that is key within the Metaverse, comprehension is enhanced and interlinked with the ability to engage students through simulations. One of the main advantages of Metaverse applications is that students are forced to learn together and share information and, perhaps, ideas with each other and teachers, which positively affects motivation. These results are consistent with the findings of Yang et al. (2024) [11] and Fanguy & Khabash (2023) [21], who revealed that motivation is enhanced using Metaverse technology because the approach offers an effective and engaging way of learning that discourages reliance on mechanical repetition.

The results of the present study corroborate the literature review analysis. The Metaverse acquired from Otim (2023) [19] improves the real-world phenomenon for students, hence fostering students’ analytical evaluation capacities and results. In their publication, Fanguy & Khabash (2023) [21] highlighted the Metaverse’s effectiveness in knowledge attainment besides stimulating students since real life can be emulated using the approaches. Yang et al. (2024) [11] observed that Metaverse technology has motivational values mainly in terms of presenting learners with aspects that are near motivation to enable them to develop a positive attitude towards learning. This research supports these findings and can be used to add credence to the possibility of the Metaverse’s promises not only to improve a student’s performance score but enthusiasm to learn as well. However, while prior research is largely conducted in universities or, at the most, in the elementary school context, the current research takes these ideas further to explore middle school science class, thus filling a methodological gap.

In this study, Metaverse technology was found to have a positive effect on effective academic achievement because learning is not only interactive but also exciting. The other advantage of the experimental group was that they were able to explore real-life phenomena in science in a virtual environment such that they were able to comprehend the hard concepts easily. This method of learning benefited their understanding and added to it the advantage of discovering knowledge by itself, which is important for the development of abilities oriented toward scientific methods. Further, the team-related characteristic of Metaverse learning, which enabled peer interaction, led to enhanced learning and thereby improved academic performance.

The overall increase in motivation may be due to the changes in incentives and the use of the Metaverse, which provides a new and interactive method of taking a class. By providing the students with a chance to be more exposed to the Metaverse and perform virtual activities, the Metaverse gave the learning of science more appeal than endorsing forceful submission to normal learning that may at times prove uninteresting to students. Hypothesis testing and opportunities to use equipment, models, and study experiment results in an interactive manner helped capture the students’ attention and engage them more in the learning process.

The conclusion that can be drawn from this work has implications for the future development of process-oriented science instruction in middle school classrooms. The increased use of Metaverse technology can be seen as an effective way of assisting traditional modes of teaching by providing students with real-life-like teaching methods. This study suggests that teachers and educators should use such technologies in their different courses to improve the general performance of students as well as their levels of effectively motivating the students in question. In addition, this study recommends that teachers undergo training to enable them to use Metaverse technology appropriately in teaching. In so doing, schools could prepare both students and teachers equally and adequately to make the best out of such technological trends.

As stated earlier, this study offers some important evidence regarding the effects of Metaverse technology on middle school science learning, but some caution must be taken because of the following limitations. The sample is limited to one school in Riyadh; therefore, the results cannot be generalized to other regions or education stakeholders. In addition, it must be acknowledged that this study’s time span was not very long and that further impacts of Metaverse technology on learners’ performance and motivation over longer periods were not investigated. One more limitation might relate to the fact that usage of new technologies may cause another kind of motivation on the students’ side—the so-called “technologies” novelty effect is where, for example, the intensified activity registered by students during the first lessons when the technology was introduced can be non-permanent. More longitudinal research with a larger number of more varied participants, longer study periods, and measures of the effects should be conducted in the future.

Concisely, this study increases the number of papers that concern Metaverse technology in the education context. It supports the use of technology as a way to improve students’ performance and motivation levels, and it fills a theoretical gap by researching the possibility of using technologies in middle school science education. The implications of these findings are “that the use of technology in classrooms can dramatically turn education, mainly if the technologies being used are immersive in nature”. However, future studies should also consider the long-term results of such findings and the applicability of the results in other populations.

7. Conclusions and Recommendations

Therefore, based on the findings of this research, the following conclusions were made. The experimental group outperformed the control group in the post-test: t (217) = 3.474, p < 0.05. However, the results also depicted that the experimental group had a better post-mean than the pre-mean, which proves the use of Metaverse technology in boosting academic performance. The Metaverse is a friendly and stimulating domain that fosters activity and the contribution of attendees and enables one to try out the content practically, which results in improved learning. Other factors include the following: the students are given immediate feedback about their performance, and there are assigned roles that have a positive impact on their academic performance. The idea is that Metaverse technology provides students with an engaging setting to inspire longing and support learning relative to their experiences in science.

This research asserts that Metaverse technology is an efficient means of enhancing students’ scientific understanding and their academic performance as well as motivation. Utilizing it, teachers can easily provide students with realistic simulations of various experiments and scientific occurrences. The technology’s advantages are highly beneficial in chemistry, biology, and physics for training future scientists and enhancing perceptions of science. In addition, teachers can experience some benefits from the Metaverse in that they can conduct small-scale experiments as well as fix a classroom in the 3D environment and see how the students will learn in that setting.

To my knowledge, this research proves that Metaverse technology makes a positive difference in the overall achievement as well as the motivation of students in middle school science class. Because of the opportunities for the actual practical application of the material being studied, the technology enhances the process of knowledge acquisition, making it more intense. The incorporation of the Metaverse in learning environments can help enhance the achievement function and consequently increase student readiness for future innovation.

Thus, this study suggested that Metaverse technology should be applied to science learning at a variety of academic stages. Teacher training in the utilization of this technology is crucial. However, this study has some limitations as well; for example, the number of participants was comparatively small and selected from only one school. Hence, this study may not be effectively generalized to other schools, especially if the research moves to upper grades or to another content area such as social studies. The observed changes may not reflect changes after a year of use, and some problems may have arisen because of technical issues from using the app. More extensive and varied experimental studies should be conducted with a higher number of participants to confirm or contradict the results. More comprehensive research is needed on the technology’s sustained effect on the use of the Metaverse to enhance STEM subjects together with the incorporation of artificial intelligence and augmented reality in the technology.