Embodied Learning in the Metaverse: A Qualitative Analysis of Student Engagement and Social Presence in Immersive Virtual Classrooms
DOI:
https://doi.org/10.61987/edulearn.v1i1.7Keywords:
Metaverse, Student Engagement, Social Presence, Immersive LearningAbstract
This study explores student engagement and social presence in immersive virtual classrooms within the metaverse, focusing on how these factors influence learning outcomes. The objective is to understand how students interact with and experience the metaverse in educational settings, with a particular emphasis on social presence and engagement. A qualitative research design was employed, using semi-structured interviews, focus group discussions, and classroom observations to gather data from students participating in metaverse-based learning environments. The findings reveal that while the metaverse enhances student engagement and fosters a sense of social presence for some students, others struggle with technical challenges and discomfort with the platform. The results also suggest that students' technological familiarity significantly impacts their level of engagement and social presence in virtual spaces. The implications of this research highlight the importance of providing technical support and guidance to students unfamiliar with immersive technologies, as well as designing more user-friendly metaverse platforms to enhance inclusivity. Educators should focus on facilitating interaction and collaboration to maximize the potential of virtual learning environments.
References
Al-Adwan, A., Li, N., Al-Adwan, A., Abbasi, G., Albelbis, N., & Habibi, A. (2023). Extending the technology acceptance model (TAM) to predict university students’ intentions to use metaverse-based learning platforms. Education and Information Technologies, 1–33. https://doi.org/10.1007/s10639-023-11816-3
Alkhwaldi, A. (2024). Investigating the social sustainability of immersive virtual technologies in higher educational institutions: Students’ perceptions toward metaverse technology. Sustainability. https://doi.org/10.3390/su16020934
Arpaci, I., & Bahari, M. (2023). Investigating the role of psychological needs in predicting the educational sustainability of metaverse using a deep learning-based hybrid SEM-ANN technique. Interactive Learning Environments, 32, 2957–2969. https://doi.org/10.1080/10494820.2022.2164313
Beck, D., Morgado, L., & O'Shea, P. (2024). Educational practices and strategies with immersive learning environments: Mapping of reviews for using the metaverse. IEEE Transactions on Learning Technologies, 17, 319–341. https://doi.org/10.1109/TLT.2023.3243946
Çelik, F., & Baturay, M. (2024). The effect of metaverse on L2 vocabulary learning, retention, student engagement, presence, and community feeling. BMC Psychology, 12. https://doi.org/10.1186/s40359-024-01549-4
Chamola, V., Peelam, M., Mittal, U., Hassija, V., Singh, A., Pareek, R., Mangal, P., Sangwan, D., De Albuquerque, V., Mahmud, M., & Brown, D. (2025). Metaverse for education: Developments, challenges, and future direction. Computer Applications in Engineering Education, 33. https://doi.org/10.1002/cae.70018
Chen, X., Zou, D., Xie, H., & Wang, F. (2023). Metaverse in education: Contributors, cooperations, and research themes. IEEE Transactions on Learning Technologies, 16, 1111–1129. https://doi.org/10.1109/TLT.2023.3277952
Chen, Z. (2022). Exploring the application scenarios and issues facing metaverse technology in education. Interactive Learning Environments, 32, 1975–1987. https://doi.org/10.1080/10494820.2022.2133148
Di Natale, A., Repetto, C., Costantini, G., Riva, G., Bricolo, E., & Villani, D. (2024). Learning in the metaverse: Are university students willing to learn in immersive virtual reality? Cyberpsychology, Behavior, and Social Networking, 27, 28–36. https://doi.org/10.1089/cyber.2022.0395
Guo, H., & Gao, W. (2022). Metaverse-powered experiential situational English-teaching design: An emotion-based analysis method. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.859159
Hwang, Y., Shin, D., & Lee, H. (2023). Students’ perception on immersive learning through 2D and 3D metaverse platforms. Educational Technology Research and Development. https://doi.org/10.1007/s11423-023-10238-9
Jiang, J., & Fryer, L. (2023). The effect of virtual reality learning on students' motivation: A scoping review. Journal of Computer Assisted Learning, 40, 360–373. https://doi.org/10.1111/jcal.12885
Jovanović, A., & Milosavljević, A. (2022). VoRtex metaverse platform for gamified collaborative learning. Electronics. https://doi.org/10.3390/electronics11030317
Kim, T., Planey, J., & Lindgren, R. (2023). Theory-driven design in metaverse virtual reality learning environments: Two illustrative cases. IEEE Transactions on Learning Technologies, 16, 1141–1153. https://doi.org/10.1109/TLT.2023.3307211
Kim, H., & Kim, M. (2023). Presence and effectiveness of online learning using a metaverse platform: Gather.town. International Journal of Information and Education Technology. https://doi.org/10.18178/ijiet.2023.13.4.1854
Lampropoulos, G., & K. (2024). Virtual reality and gamification in education: A systematic review. Educational Technology Research and Development, 72, 1691–1785. https://doi.org/10.1007/s11423-024-10351-3
Lampropoulos, G., & Evangelidis, G. (2025). Learning analytics and educational data mining in augmented reality, virtual reality, and the metaverse: A systematic literature review, content analysis, and bibliometric analysis. Applied Sciences. https://doi.org/10.3390/app15020971
Lee, H., Woo, D., & Yu, S. (2022). Virtual reality metaverse system supplementing remote education methods: Based on aircraft maintenance simulation. Applied Sciences. https://doi.org/10.3390/app12052667
Lee, H., & Hwang, Y. (2022). Technology-enhanced education through VR-making and metaverse-linking to foster teacher readiness and sustainable learning. Sustainability. https://doi.org/10.3390/su14084786
Lee, J., & Kim, Y. (2023). Sustainable educational metaverse content and system based on deep learning for enhancing learner immersion. Sustainability. https://doi.org/10.3390/su151612663
Natale, A., Bartolotta, S., Gaggioli, A., Riva, G., & Villani, D. (2024). Exploring students’ acceptance and continuance intention in using immersive virtual reality and metaverse integrated learning environments: The case of an Italian university course. Education and Information Technologies, 29, 14749–14768. https://doi.org/10.1007/s10639-023-12436-7
Ng, D. (2022). What is the metaverse? Definitions, technologies and the community of inquiry. Australasian Journal of Educational Technology. https://doi.org/10.14742/ajet.7945
Nguyen, A., Le, T., Dang, T., & Nguyen, L. (2024). Understanding metaverse adoption in education: The extended UTAUMT model. Heliyon, 10. https://doi.org/10.1016/j.heliyon.2024.e38741
Onu, P., Pradhan, A., & Mbohwa, C. (2023). Potential to use metaverse for future teaching and learning. Education and Information Technologies, 29, 8893–8924. https://doi.org/10.1007/s10639-023-12167-9
Park, J., & Sohn, S. (2023). Exploring students’ experiences of virtual learning environment for art history classroom. Harmonia: Journal of Arts Research and Education. https://doi.org/10.15294/harmonia.v23i1.41094
