Virtual maker spaces: Enhancing student engagement through extended reality in the Co-creation of learning spaces

Abstract

This study investigates the integration of virtual reality (VR) platforms, CoSpaces and Minecraft, and artificial intelligence (AI) tools into primary school technology education courses, focusing on their role in virtual maker spaces. With a quasi-experimental design, 140 pre-service teachers engaged in designing and using virtual classroom spaces, alternating between CoSpaces and Minecraft to examine the strengths of each platform. Virtual maker spaces served as collaborative environments where participants explored creative classroom layouts, instructional strategies, and the application of constructivist and situated learning theories. Findings revealed significant improvements in pedagogical confidence and understanding, with Minecraft excelling in fostering creativity and complex designs, while CoSpaces facilitated rapid prototyping and interactivity. High engagement and collaboration scores underscore the value of virtual maker spaces in simulating real-world teaching scenarios. Regression analysis identified self-efficacy as a key predictor of success, and rubric evaluations highlighted the educational relevance and innovation in virtual classroom designs. This research contributes to the growing discourse on immersive technologies in teacher education, providing actionable insights into the use of virtual maker spaces to prepare future educators for technology-rich classrooms.