Enhancing Humanities Learning with Metaverse Technology: A Study on Student Engagement and Performance
Piyasuda Pangsapa, P.P. Wong, Gary Wai Chung Wong, Umawathy Techanamurthy, Wan Syukriah Wan Mohamad, Daniel Shen Jiandong
Abstract
This study aimed to evaluate the effectiveness of metaverse technology in education by analyzing the design and setup of virtual environments and comparing flipped and non-flipped classroom methods. The main analysis was conducted through statistical analysis of a survey and text feedback from participants. The results showed that the use of pedagogy in the metaverse was a significant predictor of student intent to use, while technological factors were not. This outcome is contrary to previous studies that have emphasized the importance of technological capabilities in virtual reality education. Feedback and observations also suggested that learning was more engaging when utilizing social interactions with NPCs and offline activities through the flipped classroom method, however, no statistical results were captured for these observations. Additionally, the study found that the use of authoring tools in the metaverse helped in creating and sharing scenes for learning, making it a useful tool for teachers to align their curriculum. Overall, the findings support the potential of metaverse technology to improve student engagement and performance.