Transforming Geography Learning through the Development of Metaverse Technology-Based E-Modules to Support Contextual Learning

Abstract

Geography education requires innovative and contextually relevant learning resources that provide more immersive learning experiences. However, few e-modules integrate metaverse technology to support contextual understanding of atmospheric dynamics through interactive virtual environments. This study aims to develop a metaverse-assisted electronic module (e-module) to support contextual learning in atmospheric dynamics that is feasible and practical. This study uses a Research and Development (R&D) approach based on the ADDIE model, which comprises five stages: analysis, design, development, implementation, and evaluation. The feasibility of the developed e-module was evaluated by material and media experts, while its practicality was evaluated by one geography teacher and 42 high school students whose classes were purposive sampling selected. Data were collected using expert validation questionnaires and user response questionnaires developed based on indicators of size aspect, cover design, content design, self-instruction, self-contained, stand alone, adaptive, and user friendly. The validation results showed that material experts gave an average score of 90.4%, which is categorized as very feasible. In comparison, media experts gave an average score of 95.6%, also classified as very feasible. Furthermore, the practicality assessment showed a positive response with an average score of 89.1% and teachers 89.5%, both categorized as very practical. These findings indicate that the developed metaverse-based e-module is valid, practical, and capable of facilitating contextual geography learning through an immersive and interactive environment. Therefore, it can serve as an innovative learning resource to improve geography instruction.