Developing Design Principles for a Metaverse-Based Learning Environment to Enhance University Students’ Intercultural Communication Competence

This study aimed to develop design principles for a metaverse-based learning environment to enhance university students’ Intercultural Communication Competence (ICC) and to examine its educational validity. Employing Design and Development Research (DDR), the study followed a systematic process consisting of needs analysis, derivation of design principles, expert review, and formative evaluation. As a result, nine design principles and thirty-three detailed guidelines were established, centered on user-centeredness, inclusiveness, presence, and interactivity. The feasibility and appropriateness of the proposed framework were validated through expert content reviews and formative evaluation with students. The findings highlight the potential of the metaverse as an educational framework rather than a mere technological tool, contributing to both the theoretical foundation and practical advancement of ICC education. Furthermore, the proposed design principles can be applied across various educational contexts, particularly in higher education, while future research is needed to validate their effectiveness through quantitative evidence and longitudinal studies.