Exploring the Impact of Pedagogy and Group Dynamics in Metaverse Learning

This study aimed to examine the effect of social learning on student intent to use a metaverse learning platform. With limited empirical evidence of social learning in a metaverse, the study sought to investigate the potential impact of group activities and pedagogy on student perception of the platform. Results from a linear regression showed that pedagogy was significant in students' intent to use the platform, while technology was not. The impact of group activities on student intent to use was not significant. However, the study showed that students who participated in group activities engaged in more reflective learning, leading to a deeper understanding of the material and the development of critical thinking skills. The study highlights the need for further research to understand the complexity of social learning and pedagogy in metaverse-based learning, particularly the features that would support collective intelligence. The results suggest that incorporating reflective activities into metaverse-based learning can enhance the social learning experience and promote meaningful and relevant learning.