Engaging Non-Science Students Learn AI by Integrating Gamified Metaverse and Self-Paced Modular Online Learning

Learning Artificial Intelligence (AI) poses significant challenges for students without a computer science background. However, AI literacy is essential for future readiness. To address this and to support the individual students’ learning needs, in teaching a course on AI to Arts students, I developed and implemented a self-paced blended learning module leveraging the metaverse to improve the learning experience and learning outcomes. Traditional 2-hour AI programming lab sessions, where all students follow the same real-time tutorial and complete assignments, were found to be overwhelming. This lab format did not accommodate the varied attention spans of students learning abstract programming. Considering the individual learning needs, I designed modular online video tutorials for self-paced learning, augmented by metaverse consultations. The real-time lab sessions were re-designed into short, practical online video series to guide students learn visual programming tools, each lasting around ten minutes, with a module comprising two to four tutorials. Each short video allowed students to achieve small tasks, building learning confidence and satisfaction. After completing a module, students tackled more challenging, comprehensive tasks, reinforcing learning-by-doing and active problem-based hands-on approaches. Self-paced learning enabled students to learn at their own speed and replay confusing parts. Video analytics helped identify areas where students needed more support, allowing for adjustments in in-class explanations. The lab Q&A sessions were moved to a metaverse space, where students could ask questions to the teacher during scheduled consultations or exchange ideas with classmates. This gamified environment, where students could move around using videogame controls and interact via audio/video or text chat, encouraged higher-skilled students to help their peers, providing flexibility and openness to ask questions. Feedback collected via the Course Feedback Questionnaire (CFQ) and focus group interviews indicated high student satisfaction. Increased participation rates, improved lab assignment and project grades confirmed the engagement and achievement of learning outcomes. Students appreciated the self-paced video tutorials and found the metaverse consultations enjoyable and effective, meeting their demands for personalized study and maximizing their understanding of new knowledge. In conclusion, the strategy of self-paced modular online tutorials and gamified metaverse consultations significantly enhanced the learning experience and outcomes for Arts students in AI education. Future research should explore the adaptability of this approach to other subjects and its long-term impact on student learning outcomes.