A Study on the Educational Effects and Affective Factors of Metaverse ZEP-Based English Grammar Instruction

This study examines the impact of the metaverse platform ZEP on university students’ English grammar learning, focusing on affective factors and learning outcomes. Using pre- and post-surveys with 43 university students, the study found that interactive activities such as real-time quizzes and gamified tasks significantly enhanced student engagement and motivation. Statistical analysis revealed significant improvements in students’ interest and motivation/immersion, while perception of grammar importance and participation showed non-significant changes. The platform’s flexibility supported self-directed learning through repeated practice and immediate feedback. However, technical limitations and challenges in curriculum integration were identified as barriers. The findings suggest that successful implementation requires stable infrastructure, clear instructional alignment, and adaptive support for diverse learners.