A Conceptual Framework for Integrated Immersive Learning with Metaverse and Student-generated Media

The purpose of this study is to review the integrated use of immersive technologies, specifically game-based metaverse and video-based learning in multidisciplinary subjects in a liberal arts university in Hong Kong. COVID-19 has shown the potential use of new technologies like video conferencing and social networks, but reports indicate negative impacts like fatigue and low engagement. Game-based learning like virtual reality may provide a solution, but studies show negative impacts while using highly immersive headsets. The effects of low immersive versions are also lesser known. Further, the role of student-generated content in such technologies is unclear, nor is there a conceptual framework to integrate them into alternative virtual learning environments (VLE) like the metaverse. This gap in knowledge and evidence has motivated this study for which three groups of participants participated in a pilot conceptual model with game-based metaverse learning and student-generated media (pictures and videos). The three groups were conducted separately due to differing learning assessments but with similar learning objectives. For the metaverse, participants joined a virtual game-like environment, Soqqle Classlet, with nine stories and 27 multiple-choice interactions in a 20-minute session designed based on stories and interactions for education in sustainability. A survey form retrieved data for analysis. Student-generated media was used as a method for students to create reflective content in data science and economics, including a game-like scenario for simulating buy/sell transactions for properties. Analysis was conducted with correlational analysis. The results show synergies where the differing objectives can be integrated into one conceptual framework. The metaverse learning method shows the opportunity to deliver knowledge in a realistic, story-like manner and may integrate well with student-generated media for reflective learning. Recommendations are discussed for an integrated conceptual framework. This study is beneficial for practitioners seeking new online methods to engage students and encourage peer-to-peer knowledge transfer.