Metaverse-supported pedagogy for bridging theory and practice in marketing education

This study tests whether metaverse-supported pedagogy bridges the theory–practice gap in undergraduate marketing education. Using a quantitative experimental design (*N* = 302) in Saudi higher education, students were assigned to either a metaverse condition integrating experiential simulations, gamified tasks, and collaborative projects, or a lecture-based condition covering identical concepts. Activities addressed segment selection, value proposition development, campaign communication, and customer-response analysis. Knowledge retention referred to post-intervention accuracy in recalling and applying taught concepts, not long-term retention beyond the course. Post-test comparisons showed that the metaverse group achieved greater engagement, knowledge retention, satisfaction, and communication skills. ANCOVA, controlling for pre-test scores, confirmed significant advantages with moderate-to-large effects (partial η2 = .18–.25). Regression analysis identified experiential learning as the strongest predictor of engagement and retention, while gamification and collaboration contributed additionally. Findings support immersive learning environments that are pedagogically structured, assessed with transparent rubrics, and aligned with practical marketing competencies within contemporary Saudi university marketing curricula.