The impact of project-based learning on scientific content production using edutech tools on the cooperative self-efficacy and cooperative self-regulation of students at a science gifted school

Objectives This study applied VR science content production project-based learning using a 360-degree camera, an edutech tools, to earth science classes, examined the impact on cooperative self-efficacy and cooperative self-regulation of students at a science gifted school, and examined students' learning we wanted to find out the level of satisfaction with. Methods We conducted 16 sessions of VR science content production project-based learning using a 360-degree camera, an edutech tools, in subject classes for 21 students from a science school for gifted students taking earth science subjects. Pre- and post-tests were conducted to measure changes in students' cooperative self-efficacy and cooperative self-regulation, and students' learning satisfaction was tested after the applied class. Paired samples t-test analysis was performed on the collected data. Results The pre-post paired sample t-test results for cooperative self-efficacy and cooperative self-regulation showed that applying project-based learning using 360-degree cameras, an edutech tool to creat VR science content in earth science classes had a statistically significant difference. It was also shown that the average score of the post-test was higher than the average score of the pre-test. Conclusions Based on these results, team project-based learning using edutech tools in subject classes can provide learners with opportunities to experience collaborative learning situations and promote intrinsic learning motivation, as well as confidence and motivation to achieve common goals. It also suggests that it can play a positive role in changing perceptions of shared values through team activities.