Impact of avatar-based metaverse learning on students’ self-expansion : a multi-group analysis of prior experience and educational levels

Abstract

In recent years, advancements in virtual learning tools have significantly transformed the field of education. Among these innovations, the development of metaverse learning environments has gained increasing importance within the educational sector. Immersive school scenes, interactive features, and customizable avatars are key elements that enhance student learning performance. However, the effects of these environments on students’ self-expansion remain largely unexplored. Therefore, we proposed a research model that measures student learning outcomes and conducts a multi-group comparison based on prior experience in the metaverse and educational levels. Data were collected from 254 students in Hong Kong. Our findings indicate that Avatar-Based Learning Experience (ALE), Immersive Engagement (IE), Interactive Simulation (IS), and Sense of Presence (SP) are critical factors contributing to students’ self-expansion within metaverse education. Moreover, students with prior experience in the metaverse exhibited higher levels of self-expansion. Notably, male students in higher education reported higher levels of ALE and SP than those with school-level education. However, no statistically significant differences were found among female students across different educational levels. This study provides valuable insights for educators and metaverse developers in designing customized teaching materials and creating more engaging virtual environments to enhance student motivation and learning outcomes in the future.