Comparative Analysis of Traditional and Metaverse-Based Learning on Financial Decision-Making Skills in Mathematics Students

This study investigates the effectiveness of traditional versus metaverse-based learning methods in enhancing financial decision-making skills among mathematics students at Tecnológico de Monterrey. A total of 28 students were divided into control and experimental groups. Initially, both groups were tasked with evaluating the financial feasibility of acquiring a car, with the control group scoring an average of 85.5 and the experimental group scoring 83.79. For the second case study, the control group used traditional study methods, while the experimental group utilized metaverse-based learning resources. The control group scored an average of 89.64, while the experimental group scored 91.36. Paired t-tests revealed statistically significant improvements in both groups, with t-values of -3.41 (p = 0.0047) for the experimental group and -5.84 (p < 0.0001) for the control group. Feedback indicated traditional methods were perceived as monotonous and tiring, whereas metaverse-based learning was engaging and enjoyable. Post-intervention surveys highlighted the positive impact of metaverse-based learning on student engagement and comprehension. The findings suggest that immersive technologies like the metaverse can significantly enhance learning experiences and outcomes in financial mathematics education.