React, respond, and reflect: enhancing reflective writing using the psychogeographical walking through metaverse platform

Reflective writing is an effective learning tool for promoting lifelong learning as it fosters both internal and external self-evaluation in students' lives. Using Psychogeography which is an approach coined by Debord (1955) that encourages the exploration of surroundings by walking, individuals undergo authentic and creative learning experiences that are translated into reflective writings, thereby promoting critical thinking and improving self-regulated learning among students. With the advancement of current technology, the use of the metaverse in teaching and learning further enhances the learning experience by integrating digital exploration with the principles of Psychogeographical walking. This study aims to integrate the use of Psychogeography and metaverse digital platforms to enhance the quality of students’ reflective writing. Questionnaires were also distributed to gather their perceptions and feedback on the use of the metaverse in classroom learning. The findings show that students became more creative and reflective in their writing, showcasing a more personal attachment to their exploration in the metaverse, and that the Psychogeographical walking steps helped them become more aware of their surroundings. Thus, integrating the Psychogeographical walking approach with metaverse platforms not only creates an impactful and inclusive learning experience but also helps to enhance students' reflective writing skills.