Investigating Student Learning in Metaverse

This full research paper describes a comprehensive study on student learning within the metaverse. A trend has emerged in response to recent shifts in learning habits, which results in the need for adaptable remote learning solutions. Instead of using typical virtual conference tools, class communication can be boosted by utilizing the metaverse - a trendy platform transient from the traditional virtual world, letting users interact with their environment via a Virtual Reality (VR) device. Unlike its predecessors, the metaverse transcends the confines of the traditional virtual world, offering users immersive interactions facilitated by Virtual Reality (VR) devices. However, a notable gap exists in research regarding user interactions via VR devices. This study attempts to address this gap by exploring how the non-coding features inherent in existing metaverse platforms can be harnessed to enhance students' learning experiences. Through analysis and experiment, this research provides valuable insights and recommendations to aid future instructors in effectively integrating metaverse-based activities into their teaching methods. Our overarching objective in the study is to explore how the metaverse can amplify student learning performance and foster deeper engagement. Initially, a complete taxonomy of classroom activities is developed to evaluate the suitability of multiple existing metaverse platforms for educational purposes. Following this evaluation, Spatial. IO appears as the platform for hosting the course components for our investigation into student learning. Programming features are intentionally forbidden when creating learning materials to simulate the experience of an average user in developing classroom activities. Consequently, a collection of class components is fashioned in documents (e.g., posters) and video forms, measuring the effectiveness and potential drawbacks of utilizing the metaverse for educational purposes. Comparative analysis between learning experiences in the metaverse and traditional browser-based settings reveals fascinating insights. Students exhibited promoted focus within the metaverse environment. Document reading within the Metaverse via VR proves more effective than conventional browser-based platforms. Nevertheless, video-based learning experiences in the metaverse are found to be less effective than their browser counterparts. These findings can serve as invaluable references for future instructors who seek to leverage the metaverse as a tool for education.