Abstract. Virtual Reality (VR) platforms hold significant potential to enhance student engagement through immersive and interactive learning experiences. These environments create dynamic spaces that can improve educational outcomes by fostering deeper engagement. However, existing research often overlooks critical motivational, cognitive, and social factors within VR settings, leading to fragmented and less effective learning experiences. This study examines how integrating these factors can enhance student participation and improve learning outcomes in VR educational contexts. Specifically, it applies the Technology Acceptance Model (TAM) to predict students' intent to use VR for learning. The findings indicate that incorporating these factors into TAM effectively predicts students' intent to use VR platforms, with key predictors including positive attitudes, enjoyment of immersive technology, and perceived performance. This study provides a solid foundation for understanding how motivational, cognitive, and social factors converge to influence learning outcomes in immersive environments, offering valuable insights for future research and practice in educational technology.

This study investigates the integration of the metaverse and artificial intelligence (AI) avatars in social science education, amidst global challenges that necessitate holistic approaches for cultivating critical global citizenship. Despite the promising capabilities of virtual reality (VR) for immersive learning, the effectiveness of the metaverse and the role of AI in enhancing educational experiences remain underexplored. The central question addressed is the impact of immersive learning experiences in the metaverse, including AI avatars, on students’ perceptions and intentions for using this technology for social science education. Findings reveal significant student engagement with immersive learning, aligning with experiential learning theories and suggesting potential for complex topic exploration. 

This study examines the effectiveness of a game-based metaverse platform in promoting learning outcomes in economics education. The study took two groups of students back to the Great Depression within a metaverse. In the study, one group completed simple quizzes, delivered through multiple choice questions (MCQ), while the second group took on similar quizzes, enhanced with scavenger hunt clues in a game-based approach. System data and self-assessment surveys, encompassing factors such as ease of use and the perceived usefulness of the metaverse for learning, were used to gauge the impact of each approach on students' scores and their intent to utilize the metaverse for future learning. Additionally, students' reported interest and enjoyment were captured to assess their level of engagement with each method. Regression analysis shows a strong positive correlation, with an effect size of 0.563, between the number of multiple-choice questions attempts and the total score, providing evidence for the importance of repeated practice. However, despite fewer attempts, the game-based group achieved higher average scores. This may suggest that the game-based approach offered an alternative to repetition by encouraging exploration, hinting at the possibility of a more personalized learning approach. However, further investigations are required to confirm these findings. 

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This study delves into the educational possibilities and user experiences offered by a Metaverse platform, utilizing immersive Virtual Reality (VR) to bolster engagement and learning in communication and grammar. In the wake of advancing digital technologies, there's an imperative to reevaluate conventional educational practices for their effectiveness in engaging students and fostering in-depth learning. Despite VR's potential in education, integrating these immersive experiences effectively into pedagogical frameworks and ensuring their accessibility and usability poses significant challenges. Our research employed a mixed-method approach, blending quantitative analysis to gauge user engagement, learning effectiveness, and acceptance of technology with qualitative feedback for deeper insight into user experiences. Participants navigated specially designed Metaverse scenarios, engaging with AI avatars through interactive tasks and narrative explorations across two distinct modules focused on grammar intricacies and the evolution of search technologies. The quantitative findings underscore a substantial correlation between users' interest and their intent to utilize the platform, accounting for 59% of the variance in intent. Qualitative responses highlight a robust engagement level and favorable perceptions of the Metaverse experience, particularly driven by the method being interesting. 

Despite the rapid advancement of virtual reality (VR) and its integration into educational settings, the adoption of metaverse learning platforms often encounters challenges. These include technical limitations and a lack of understanding of how these platforms impact learning effectiveness and user engagement. Previous studies have revealed mixed outcomes regarding the effectiveness of VR in education, with many platforms failing to meet user expectations in terms of usability and learning outcomes. This uncertainty hampers the broader adoption of immersive learning technologies. Thus, this study aims to investigate what factors contribute most significantly to the effectiveness and user adoption of metaverse learning platforms. Specifically, it examines how perceived usefulness and efficiency influence learners' intentions to use these platforms. Linear regression analysis was employed to analyze the data, revealing that perceived usefulness (USE) and perceived efficiency (PERF2) are significant predictors of learners’ intent to use the platform, explaining 62.6% of the variance in intent scores.

The Metaverse is rapidly gaining recognition as an innovative educational tool, offering immersive and interactive experiences that align with contemporary teaching methodologies. This study evaluates the Metaverse’s efficacy in enhancing student engagement and motivation, with a focus on its design attributes. By integrating quantitative analyses of student perspectives with qualitative insights, the research identifies key factors—ease of acquiring new skills, user-perceived efficiency, and the interactivity of the design—as central to fostering engagement. The investigation involved 51 students from language and European history courses, who engaged in Metaverse simulations to practice relevant skills: a telephony group honed business communication in a virtual office, while a history group delved into the 15th-century spice trade in European settings. Their uniformly positive responses underscore the Metaverse’s potential to engage a broad spectrum of learners. Notably, the simplicity of skill acquisition and perceived learning efficiency accounted for approximately 59.9% of the variance in students’ willingness to use the Metaverse for educational purposes.

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This study aimed to examine the effect of social learning on student intent to use a metaverse learning platform. With limited empirical evidence of social learning in a metaverse, the study sought to investigate the potential impact of group activities and pedagogy on student perception of the platform. Results from a linear regression showed that pedagogy was significant in students' intent to use the platform, while technology was not. The impact of group activities on student intent to use was not significant. However, the study showed that students who participated in group activities engaged in more reflective learning, leading to a deeper understanding of the material and the development of critical thinking skills. The study highlights the need for further research to understand the complexity of social learning and pedagogy in metaverse-based learning, particularly the features that would support collective intelligence. The results suggest that incorporating reflective activities into metaverse-based learning can enhance the social learning experience and promote meaningful and relevant learning.

Through an education-centric metaverse learning application, this research aims to assess the use of narrative richness to deliver media, language, and sustainability literacy education. The 21st-century learning needs require teaching and learning resources to be shared and managed more effectively across institutions. The use of metaverse features can help to manage varying narrative richness to boost learning reflection and attitude. Despite its potential, it is unclear how narrative richness in the metaverse can enhance teaching and learning. The study proposed in this research, which includes institutions from four Asian countries, is driven by this knowledge and evidence gap. Module leaders conceptualize and evaluate a purpose-built metaverse-learning application to produce rich and realistic learning experiences. We utilize narratives to enhance the realism of learning experiences and will assess the effects of narrative richness on learning reflection and attitude.

The goal of this study is to introduce and evaluate a novel online simulation method built upon buyer-seller roleplay in a private social network for housing economics education. This is at a time when classroom disruptions due to COVID-19 require new methods to engage with students asynchronously. While methods like game-based learning simulations show potential to engage, they are often high-fidelity and require high setup costs. This is also the case for existing housing simulation games, for which besides being single player mode, costs for technical customization and learning curve reduces adoption in the classroom. In this context, the use of social networks to facilitate a low-fidelity buyer-seller housing roleplay may provide flexible learning goals and peer engagement, but its implementation is unclear. This gap in knowledge has motivated this investigation, for which undergraduate students in Hong Kong participated in property buyer-seller roleplay. Students posted available property and buyers bid for them using comments on a private social media app, Soqqle. 

This study aimed to examine the effect of social learning on student intent to use a metaverse learning platform. With limited empirical evidence of social learning in a metaverse, the study sought to investigate the potential impact of group activities and pedagogy on student perception of the platform. Results from a linear regression showed
that pedagogy was significant in students' intent to use the platform, while technology was not. The impact of group activities on student intent to use was not significant. However, the study showed that students who participated in group activities engaged in more reflective learning, leading to a deeper understanding of the material and the development of critical thinking skills. The study highlights the need for further research to understand the complexity of social learning and pedagogy in metaverse-based learning, particularly the features that would support collective intelligence. The results suggest that incorporating reflective activities into metaverse-based learning can enhance the social learning experience and promote meaningful and relevant learning.

The use of the metaverse in education has gained increasing attention as a potential supplement to traditional teaching methods. This study aimed to investigate the impact of experiential learning on students' intent to use metaverse learning platforms and to explore how the metaverse can support these approaches. The study included participants from three countries and used metaverse scenes, such as a restaurant or Hong Kong scene, to complete learning tasks and interact with Non-Player Characters (NPCs) to complete assessments over a semester. The results of a correlational analysis showed that pedagogical factors had a greater impact on students' intent to use the metaverse for educational purposes than technical factors, which was unexpected. However, the study also identified challenges in adapting content to match the needs and skills of students who may not be familiar with games, as well as using the metaverse for more advanced pedagogical approaches, due to limitations in integrating content. Based on the findings, recommendations for educators, designers, and researchers are provided to enhance the effectiveness of metaverse-based education. Overall, the results of this study suggest that the metaverse can be a valuable addition to traditional teaching methods.