The Gamified Imagineering Learning Model within the Metaverse for Creative Thinking Development
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| Title: | The Gamified Imagineering Learning Model within the Metaverse for Creative Thinking Development |
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| Language: | English |
| Authors: | Kittipong Chinsook, Thada Jantakoon |
| Source: | Higher Education Studies. 2026 16(1):282-295. |
| Availability: | Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: hes@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/hes |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Gamification, Creative Thinking, Undergraduate Students, Computer Simulation, Artificial Intelligence, Technology Uses in Education, Foreign Countries, Information Technology, Imagination, Learning Experience, Creativity Tests |
| Geographic Terms: | Thailand |
| Assessment and Survey Identifiers: | Torrance Tests of Creative Thinking |
| ISSN: | 1925-4741 1925-475X |
| Abstract: | This study aimed to develop and validate the Gamified Imagineering Learning Model within the Metaverse to enhance creative thinking among undergraduate students. Grounded in constructivist and experiential learning theories, the model integrates imagineering processes with gamification mechanics to create immersive and motivational learning experiences in a metaverse environment. A quasi-experimental design was conducted with 45 undergraduate students enrolled in an Information Technology for Life course at Rajabhat Mahasarakham University in Thailand. The participants were divided into an experimental group (n = 23) that learned through the gamified imagineering model and a control group (n = 22) that received traditional instruction. The research instruments included a Creative Thinking Assessment Form and a Learner Satisfaction Questionnaire. Data were analyzed using descriptive statistics, paired-sample t-tests, and independent-sample t-tests. Results indicated that the experimental group achieved significantly higher creative-thinking scores covering fluency, flexibility, originality, and elaboration than the control group (p < 0.05). Learners also expressed high satisfaction with engagement and collaboration in the metaverse environment. The validated model effectively promotes creative thinking and provides a practical pedagogical framework for fostering innovation and 21st-century competencies in digital education. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505586 |
| Database: | ERIC |
| Abstract: | This study aimed to develop and validate the Gamified Imagineering Learning Model within the Metaverse to enhance creative thinking among undergraduate students. Grounded in constructivist and experiential learning theories, the model integrates imagineering processes with gamification mechanics to create immersive and motivational learning experiences in a metaverse environment. A quasi-experimental design was conducted with 45 undergraduate students enrolled in an Information Technology for Life course at Rajabhat Mahasarakham University in Thailand. The participants were divided into an experimental group (n = 23) that learned through the gamified imagineering model and a control group (n = 22) that received traditional instruction. The research instruments included a Creative Thinking Assessment Form and a Learner Satisfaction Questionnaire. Data were analyzed using descriptive statistics, paired-sample t-tests, and independent-sample t-tests. Results indicated that the experimental group achieved significantly higher creative-thinking scores covering fluency, flexibility, originality, and elaboration than the control group (p < 0.05). Learners also expressed high satisfaction with engagement and collaboration in the metaverse environment. The validated model effectively promotes creative thinking and provides a practical pedagogical framework for fostering innovation and 21st-century competencies in digital education. |
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| ISSN: | 1925-4741 1925-475X |
