Benefits and Challenges of the Educational Metaverse: Evidence from Quantitative and Qualitative Data
Jiarong Liang, Gege Li, Feng Zhang, Dongmei Fan, Heng Luo
Abstract
The metaverse, as a more advanced form of virtual reality, has great potential for education because of its unique affordances for enhancing immersion, interaction, and presence. However, because its development is still in its infancy, there are few empirical studies on the application of metaverse in education, with insufficient empirical evidence from the literature regarding its effectiveness and valued design features, as well as its advantages and disadvantages as a technology-enhanced learning environment. Utilizing the case study method, this study designed and implemented a 40-minute psychology course with 31 undergraduate students in the metaverse using the Virbela platform and collected both quantitative and qualitative data to empirically explore the benefits and challenges of the educational metaverse. The quantitative results showed that the students reported good learning experiences in the metaverse, but their learning outcomes were unsatisfactory, just over the passing level. The qualitative results revealed useful design features and common technical challenges of the educational metaverse. Based on the results, several implications for designing and developing effective courses in the educational metaverse were proposed.