Constructionism Imagineering Learning Model via Metaverse to Enhance Young Innovators

Constructionism imagineering learning model via metaverse is an instrument for promoting self-learning through hands-on. To create new knowledge for young innovators by combining the concepts of technology and new learning platforms to create new ideas. Designing teaching and learning that can be used to learn in the new normal focuses on continuous learning at any time, anywhere, with the benefits of using technology. The sample group is six experts in designing and developing learning models and learning systems from various institutions in higher education by purposive sampling. The research instruments are as follows. 1) The constructionism imagineering learning model via metaverse to enhance young innovators. 2) The constructionism imagineering learning process via metaverse to enhance young innovators. 3) An assessment form for the constructionism imagineering learning model via metaverse to enhance young innovators. 4) An assessment form for the constructionism imagineering learning process via metaverse to enhance young innovators. Analyse data using mean and standard deviation. The researchers found that the constructionism imagineering learning model via metaverse and the constructionism imagineering learning model via metaverse, which is developed is appropriate to enhance young innovators at the highest level, following the


Introduction
Due to changes in technology and social conditions, the application of digital technology in education management has improved efficiency and solved various problems, assisting learners to learn rapidly. This change helps make lessons enjoyable, diversifies teaching materials, and supports learning anytime and anywhere. With a simplified teaching process, instructors can organize a variety of activities at the same time. This gives instructors plenty of time to prepare for teaching (Ministry of Education, 2022). Teachers must be able to use media literacy and various applications appropriate for learning management activities. The materials used must affect the learning management system under which the students are able to achieve learning objectives and for the instructors to be able to conduct quality assessments (Tingtrong & Chatrupachewin, 2022). defined as a new virtual world with benefits that will be used by individuals and businesses (Ananda Development Public Company Limited, 2023). Kim (2021) summarized the common features of many definitions of the metaverse as follows; Persistence of identity and objects, a shared environment, use of avatars (embodied self), synchronization, three-dimensional (or virtual), interoperability, an interactive, immersive and social user experience.
For the mentioned above, the researchers have the idea of developing the constructionism imagineering learning model via metaverse to enhance young innovators of students in the digital age. The objective is to study the results of the development of the constructionism imagineering learning model via metaverse, which was developed by experts in the design and development of learning models and learning systems from various institutions in higher education. It can be used as a guideline for further designing and developing the constructionism imagineering learning model via metaverse.

Literature Reviews
Development of the constructionism imagineering learning model via metaverse to enhance young innovators, the researchers studied, analyzed, and synthesized from documents and relevant research as follows.
Constructionism learning is a form of learning that focuses on the learners creating their knowledge of the interaction. Learning benefits learners when they learn by doing. In addition, if we look deeper into the development of learners in learning, which is not only hands-on but also the reaction between the learner's knowledge and the external environment. Learners will be able to collect information from the external environment and store the structure of knowledge in their brains (Charles & Rankin, 2018). Therefore, learning by doing will work if the learners understand themselves, see the importance of what they learn, and connect knowledge between new knowledge and previous knowledge (know what you have learned) (Hong & Cho, 2019). Therefore, constructionism learning has influenced the development of interactive learning.
Interactive learning is an approach to teaching and learning that focuses on various ways in which learning activities can "interact" with learners (Soutthaboualy et al., 2022). Students can prepare for class by interacting with provided resources to reduce lecture time and allow more engagement in class. Such engagement helps create a comfortable level of interaction between learners and teachers. This is an area that motivates learners, especially children and young people, who are close to the new generation of electronic devices (Wannapiroon et al., 2021).
Interactive learning is advantageous as it helps establish a friendly atmosphere among the participants and have them connect, helps boost learner self-reliance and self-assurance, and has participants make active and continual use of the knowledge and experience gained earlier (Abykanova et al., 2016). Therefore, interactive learning is based on the concept of constructionism learning theory.
Imagineering learning is an application of imagineering, a combination of the words imagine and engineering, meaning to do what is imagined into something real in practice. It is the use of what is visualized in mind to become tangible inventions and innovations in education. It appears in imaginary learning, which has a sequential learning style by bringing the imagination of human thoughts into real things. In addition, educational activities require the application of imaginary engineering concepts to achieve learning from abstract to concrete and understanding and finally be useful (Nilsook et al., 2014).
The metaverse is a virtual reality in which various people interact by performing 3D images, interacting with each other in a real-time virtual environment in the same virtual space appearing and seeing through their avatars. People can adapt the avatar characteristics to each person to reflect a person's expression, resulting in engaging and increasing the interest of learners (Mystakidis, 2022). Therefore, metaverse technology is a new technology that will focus on working, studying and entertainment in the future where all activities can be done with the help of Augmented Reality (AR) and Virtual Reality (VR) technology (Kongpha & Chatwattana, 2023).
Young innovators are not only knowledgeable but also about attitudes or thoughts deeply embedded in a person, including an observant, skeptical, persistent, and fearless character of failure. Currently, several case studies aim to instill in children learning to be innovators and innovate by using technology to make new initiatives more straightforward and diverse by focusing on the characteristics of knowing how to think and analyze problems, dare to believe, dare to act, and be an innovator (Piyarungsi et al., 2022).
Research on the constructionism imagineering learning model via metaverse to enhance young innovators, the researchers formulated a research hypothesis consisting of 1) the assessment results of the appropriateness of the imagineering learning model developed by experts is at a highly appropriate, and 2) the results of the assessment of the appropriateness of the imagineering learning process via metaverse developed by experts is at a highly appropriate.

Scope of the Study
The scope of the population and sample, the population is experts in designing and developing learning models and learning systems from various institutions in higher education; the sample is five experts in designing and developing learning models and learning systems from multiple institutions in higher education selected by cluster sampling.
The scope of the study's variables includes the appropriateness of imagineering learning models and the imagineering learning process via metaverse.

Research Instruments
The research instruments used in the study include the following. 1) The constructionism imagineering learning model via metaverse to enhance young innovators. 2) The constructionism imagineering learning process via metaverse to enhance young innovators. 3) An assessment form for the appropriateness of the constructionism imagineering learning model via metaverse to enhance young innovators is a five-level rating scale. 4) An evaluation form for the appropriateness of the constructionism imagineering learning process via metaverse to enhance young innovators is a five-level rating scale.

Research Processes
The study is a research and development. The research processes are divided into four phases according to the following research objectives.
Phase 1 synthesizes the conceptual framework of the constructionism imagineering learning process via metaverse to enhance young innovators.
Phase 2 Develop the constructionism imagineering learning process via metaverse to enhance young innovators. At this stage, it is a synthesis of the imaginary learning process. Study the documents and research relevant to the imaginary learning process, both nationally and internationally, published from 2014 to 2021. To complete the imaginary learning process consists of six stages as follows: 1) imagination, 2) design, 3) test and development, 4) publish, 5) improvement, and 6) evaluation.
Phase 3 Develop the constructionism imagineering learning process via metaverse to enhance young innovators. This phase is a synthesis of constructionism. Study the documents and research relevant to constructionism nationally and internationally, published from 2017 to 2021. To complete the constructionism imagineering learning process consists of eight stages include: 1) imagine, 2) start with an idea, 3) research/explore/learn, 4) design and write the script, 5) create Innovation, 6) summarise the knowledge, 7) present and evaluate and feedback, and 8) improvement.
Phase 4 Study the results of developing the constructionism imagineering learning process via metaverse to enhance young innovators. This phase assesses the appropriateness of designing and developing the constructionism imagineering learning process via metaverse, with an assessment form by a five-level rating scale.

Results
The researchers concluded that the data analysis was divided into four phases according to the following research objectives.

Result of Synthesizing the Conceptual Framework of Constructionism Imagineering Learning Model via Metaverse to Enhance Young Innovators
The study of relevant documents, concepts, and theories then synthesizes elements of the developed constructionism imagineering learning model via metaverse to enhance young innovators. The conceptual research framework is shown in Figure 1   1) Input factors: Inputs of the constructionism imagineering learning model via metaverse to enhance young innovators are: define learning objectives; analysis of teachers and learners; define constructionism imagineering learning; and prepare technology to promote young innovators, summarising as the following.
Define learning objectives. It aims to identify the knowledge and skills at the end of the study with measurement and evaluation tools.
Analysis of teacher and learners. The analysis of learners is the general information, such as basic knowledge, fundamental skills, interests, and aptitude, to lead to the design of appropriate learning models and meet the needs of learners. Besides, analyzing teachers as having up-to-date knowledge and the ability to describe processes and teaching skills clearly.
Define learning activities using constructionism imagineering learning. Organizing learning activities by using what is in the image to identify problems, provoking suspicion and curiosity. It creates new knowledge to develop innovative works by building on existing knowledge. The teacher is in charge of mentoring.
Prepare technology to promote youth innovators by using the metaverse as a form of collaboration. Data can be added to images, videos, or even 3D technology, which dramatically exceeds the motivation to learn.
2) Learning process: The learning process is organized with the constructionism imagineering learning model via metaverse to enhance young innovators. At this stage, the researchers applied the principles of imaginary learning theory to constructionism learning, consisting of eight steps. Imagine; start with an idea; research/explore/learn; design and write the script; create innovation; summarise the knowledge; present and evaluate the feedback and improve.

3) Output:
The constructionism imagineering learning model via metaverse to enhance young innovators has two parts of output: learning achievement; young innovators. A summary of the desired characteristics of young innovators is shown in Table 1.  Table 1, it can be concluded that young innovators consist of five aspects as follows. Linking problems by learners using problems as a catalyst for problem-solving; questioning or defining a hypothesis by allowing learners to ask a series of questions systematically; observing details or collecting insights data on new methods to predict the possibility of innovation; experiment, daring to make decisions, daring trial and error; and create networking, expanding innovation to social media.

4) Feedback:
The feedback process uses data from the output stage, then feedback to improve the learning process and input factors consisting of learning achievement scores, young innovator skills, and expert opinions to be analyzed to enhance the learning process and inputs to be more appropriate to each step thoroughly.

Results of Developing the Constructionism Imagineering Learning Process via Metaverse to Enhance Young Innovators
The researchers formulated a learning process synthesized from the imagineering learning process and the constructionism learning process to be used in learning via metaverse, as shown in Figure 3.   Vol. 12, No. 4; (2.6) Summarise the knowledge, focusing on learners crystallizing their thoughts through the metaverse as follows. 2.6.1) Summarise the knowledge through brainstorming meeting rooms.
(2.7) Present and evaluate feedback, focuses on learners presenting innovations to the public by having learners take turns evaluating. There are two steps through the metaverse as the following. 2.7.1) Present innovation through the stage room. 2.7.2) Evaluate with a sticky note through the metaverse.
(2.8) The improvement, focuses on the learners applying the assessment results in step 2.7.2 to revise and present the improvement results through the metaverse as follows. 2.8.1) Present the results of the revision through the auditorium room. 2.8.2) Evaluate the results of the revision with a sticky note through the metaverse.
3) Summarise and post-test stage, to measure learning achievement after the learners have completed the content and activities according to the specified course. This is measured by taking the learning achievement test, which has the characteristics of a multiple-choice test with four options and a young innovator assessment form.

Study the Results of Developing the Constructionism Imagineering Learning Model via Metaverse to Enhance Young Innovators
A study of the development of the constructionism imagineering learning model via metaverse to enhance young innovators. The objective is for experts to determine the appropriateness of the developed learning model the researchers have developed. Before used as a guideline for developing the constructionism imagineering learning process via metaverse to enhance young innovators. Evaluation and interpretation criteria are shown in Table 2. A study of the development of the constructionism imagineering learning model via metaverse to enhance young innovators. The researchers used the research instruments to study the results with a sample of five experts in designing and developing learning models and systems from various higher education institutions, as follows.
1) Assessment of the appropriateness of the constructionism imagineering learning model via metaverse to enhance young innovators (compound elements) is shown in Table 3.  Table 3. Results of the assessment of the constructionism imagineering learning model via metaverse developed (Compound elements) are the highest appropriate (Mean = 4.74, S.D. = 0.05). It found that assessing all issues is also appropriate when considering each aspect.
2) Assessment of the appropriateness of imaginary learning styles created through the universe to promote young innovators (Individual element) shown in Table 4.  Table 4 Results of the assessment of the constructionism imagineering learning model via metaverse developed are the highest appropriate (Mean = 4.65, S.D. = 0.27). The developed learning model can also be used as a guideline for further development as a constructionism imagineering learning system via metaverse to enhance young innovators because it has a straightforward design based on the system approach and has completed composition.
3) Assessment results of the appropriateness of the constructionism imagineering learning process via metaverse to enhance young innovators as shown in Table 5.  Table 5 Assessment results of the appropriateness of the constructionism imagineering learning process via metaverse, which was developed in the highest appropriate (Mean = 4.82, S.D. = 0.40). The developed learning process can encourage learners to enhance the attribute of young innovators and learning achievement.
4) Assessment results of the appropriateness of the constructionism imagineering learning model via metaverse to enhance young innovators (Implemented) are shown in Table 6.  Table 6 Assessment results of the appropriateness of the constructionism imagineering learning model via metaverse to enhance young innovators, which was implemented. Overall, it is the highest appropriate (Mean = 4.67, S.D. = 0.08). Assume that the constructionism imagineering learning model via metaverse to enhance young innovators developed has the suitable elements, procedures, and processes to use as a development guideline.

Discussion
The constructionism imagineering learning model via metaverse to enhance young innovators is a prototype for teaching and learning in the digital age by integrating the imagineering learning process with the constructionism learning process to develop the learning process. The metaverse is also integrated, a virtual environment in a digital space where learners can participate in interactions and activities through avatar identities as 3D graphics. It uses technology and accessories through the community by learning via a virtual community.
The results of the study showed the following. 1) The constructionism imagineering learning model via metaverse consists of four main elements as follows: inputs, learning process, output, and feedback.
2) The constructionism imagineering learning process via metaverse consists of three stages: Pre-learning, constructionism imagineering learning via metaverse, and summarise stage.
3) The development of the constructionism imagineering learning model via metaverse to enhance young innovators, which was developed, is the highest appropriate. This is in line with the study of Sanglub et al. (2019) stated that the integration of the imagineering learning process in the design of teaching and learning could encourage learners to achieve higher learning achievement and develop young innovator skills. Which skills are beneficial for teaching and learning in the future. It is also consistent with the study of Hong and Cho (2019) that constructionism focuses on putting learners into action or creating something meaningful for themselves. Therefore, the tools used must be conducive to allowing learners to create work successfully, meet the learner's thoughts and imaginations and enhance the higher attribute of young innovators.