Abstract
This study aims to investigate the effect of science education supported by metaverse applications on students' academic achievement. Additionally, students' views on metaverse-supported science education were also obtained. The participants in the research consisted of 60 students in the seventh grade of secondary school. The study employed a mixed research methodology. Half of the participating students received science education using a program designed for metaverse applications, while the other half received traditional science education based on textbooks. An electricity unit achievement test and an interview form were used as data collection tools. The achievement test data obtained in the study were analyzed by transferring them to the statistics program, and the interviews were analyzed using the content analysis method. The results of the study found that science instruction supported by the metaverse application increased science achievement compared to traditional science instruction. Furthermore, students' opinions about metaverse-supported science instruction were found to be positive. In line with the positive results, the study suggests that the metaverse application can be used to improve student learning.
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