The Impact of Project-Based Learning in a Metaverse Setting on Programming Performance and Attitudes among Malaysian Secondary Students

Learning computer programming is often perceived as a challenging task for secondary students, leading to low achievement and negative attitudes. This research examines the influence of Project-Based Learning (PBL) when combined with a metaverse platform on students’ performance, retention, and attitudes toward programming. Guided by Bruner’s Cognitive Learning Theory, the study employed a quasi-experimental design involving 60 Form Four students from two urban schools in Kedah. Thirty students were placed in the experimental group and taught using metaverse-based PBL, while another thirty received conventional instruction. The assessment tools consisted of a Programming Achievement Test aligned with the national curriculum and a modified Computer Science Attitude Survey (CSAS). Results from independent-samples t-tests showed significant differences favoring the experimental group in programming achievement (t (58) =−4.77, p