Journal of Educational Computing Research 2025
MetaClassroom: A New Paradigm and Experience for Programming Education
Corresponding author: Yuanyuan Li
First published online: 2025-02-27.Issue publication: 2025-07.
Research summary
MetaClassroom connects immersive programming activities with three-dimensional learning progression. A quasi-experimental comparison with traditional classrooms reported improvements in programming achievement, self-regulated learning, learning beliefs and motivation. The study examines how a designed learning environment can connect teaching, learning and assessment.
Study design.
Quasi-experimental comparison of an immersive programming environment and traditional classrooms.
Abstract
This study explored the impact of MetaClassroom, a virtual immersive programming learning environment designed based on the three-dimensional learning progression (3DLP) concept, on students’ multidimensional development. Utilizing a quasi-experimental research design, this study compared students’ programming learning achievements (PLA), self-regulated learning (SRL) skills, learning beliefs, and learning motivation in MetaClassroom with those in traditional classroom settings. The findings revealed that MetaClassroom significantly enhanced students’ PLA and SRL skills, particularly in subdimensions including Metacognitive Skills, Persistence, and Seeking Help. Additionally, MetaClassroom positively impacted students’ learning beliefs and learning motivation, demonstrating its potential in optimizing knowledge acquisition, application processes, and fostering students’ higher-order thinking skills. By integrating the 3DLP concept into targeted programming learning environments, MetaClassroom created an innovative immersive learning ecosystem, that bridged theory and practice, offering students a comprehensive and engaging platform to develop both foundational knowledge and practical skills. This study not only validated the effectiveness of MetaClassroom in improving students’ programming learning performance and learning experience, but also introduced a new paradigm that integrated teaching, learning, and assessment. The paradigm offers new insights and directions for both programming education and broader educational practices, paving the way for future developments in educational technology.
Research context
How can immersive learning environments support both programming achievement and self-regulated learning?
Use this study when discussing immersive programming instruction, learning progression and the joint evaluation of achievement and self-regulated learning. Its empirical context is the implemented MetaClassroom intervention.
programming education · immersive learning · self-regulated learning · learning progression
中文研究介绍
MetaClassroom将沉浸式编程活动与三维学习进阶相结合。研究通过与传统课堂的准实验比较，考察编程成绩、自我调节学习、学习信念和动机，报告了这些方面的改善，为教学、学习与评价的一体化设计提供实证案例。
Read and cite
Wang, C., Chen, X., Li, Y., Wang, P., Wang, H., & Li, Y. (2025). MetaClassroom: A New Paradigm and Experience for Programming Education. Journal of Educational Computing Research, 63(4), 864-901. https://doi.org/10.1177/07356331251322470