Winkyverse: motivation in educational metaverse

In May 2023, Aurore Belle, product marketing director of Mainbot, faced a critical issue: in order to launch Winkyverse, an educational metaverse, she needed to understand users' motivation related to each type of knowledge in order to provide adequate guidelines to partners responsible for creating content. Using self-determination theory (SDT), this case examines the different motivations applicable to each type of knowledge and how inherent characteristics of metaverses create efficient and easy learning through contextual factors such as autonomy, competence, and relatedness. For types of knowledge not related to personal values, intrinsic motivation has been shown to be relevant, and for knowledge in areas which typically had a relation to personal values and self-identity, identified regulation worked more efficiently. For the latter, the driving force of the action was congruence with self-identity rather than pleasure.

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Publication Details

Journal
International Journal of Teaching and Case Studies
Published
2025-01-01
DOI
https://doi.org/10.1504/ijtcs.2025.149405
Primary Topic
Virtual Reality Applications and Impacts
Type
article
Field-Weighted Citation Impact
0.00
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article

Winkyverse: motivation in educational metaverse

Eric Dolansky, Catherine Lejealle
International Journal of Teaching and Case Studies
Virtual Reality Applications and Impacts
article

Winkyverse: motivation in educational metaverse

Eric Dolansky, Catherine Lejealle
article en

Abstract

In May 2023, Aurore Belle, product marketing director of Mainbot, faced a critical issue: in order to launch Winkyverse, an educational metaverse, she needed to understand users' motivation related to each type of knowledge in order to provide adequate guidelines to partners responsible for creating content. Using self-determination theory (SDT), this case examines the different motivations applicable to each type of knowledge and how inherent characteristics of metaverses create efficient and easy learning through contextual factors such as autonomy, competence, and relatedness. For types of knowledge not related to personal values, intrinsic motivation has been shown to be relevant, and for knowledge in areas which typically had a relation to personal values and self-identity, identified regulation worked more efficiently. For the latter, the driving force of the action was congruence with self-identity rather than pleasure.

International Journal of Teaching and Case StudiesVol. 15(4)
Brock University (CA), Regional Municipality of Niagara (CA), International Science Council (FR)
Openalex Percentile: Top 68%
Virtual Reality Applications and Impacts
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Winkyverse: motivation in educational metaverse — Eric Dolansky, Catherine Lejealle · International Journal of Teaching and Case Studies (2025) | TGRS Research Map | TGRS