Learning with Feedback Opportunities in Immersive Metaverse Environments: A Mixed-Methods Study of Cybersecurity Education

Data security and privacy education increasingly requires learning experiences that engage students in applying knowledge to realistic situations. Guided by the Self-System Processes Model, this mixed-methods quasi-experimental study compared a self-selected traditional classroom workshop (n = 27) with a Spatial metaverse workshop (n = 30) among university students (N = 57), focusing on interactive learning and feedback opportunities. The metaverse format integrated immersive scenarios, mini-games, quizzes, and immediate task-based responses, while both formats used the same curriculum and 10-item knowledge test. Data were collected through pre- and post-tests, questionnaires, and focus-group interviews with metaverse participants. The metaverse group showed a larger score increase and reported higher engagement, comfort, and confidence. After adjustment for pre-test scores via ANCOVA, workshop format remained associated with post-test scores (adjusted difference = 0.77, 95% CI [0.15, 1.39]). Qualitative accounts highlighted the perceived value of contextualized activities and immediate responses for participation, alongside the need for better content–gameplay alignment and technical accessibility. The non-randomized design limits causal claims. The study offers preliminary evidence on feedback-responsive immersive environments in cybersecurity education and points to future work on how learners interpret and use multi-source feedback, particularly as educational feedback practices evolve in the GenAI era.