The effect of metaverse on L2 vocabulary learning, retention, student engagement, presence, and community feeling
Abstract This study investigates the multifaceted impacts of Metaverse Based Language Teaching on high school L2 vocabulary learning and retention, engagement, community feeling, and diverse dimensions of presence, namely social, cognitive, teaching, and overall presence. Adopting a quasi-experiment...
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| Format: | Article |
| Language: | English |
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BMC
2024-02-01
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| Series: | BMC Psychology |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s40359-024-01549-4 |
| _version_ | 1797272758033317888 |
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| author | Ferdi Çelik Meltem Huri Baturay |
| author_facet | Ferdi Çelik Meltem Huri Baturay |
| author_sort | Ferdi Çelik |
| collection | DOAJ |
| description | Abstract This study investigates the multifaceted impacts of Metaverse Based Language Teaching on high school L2 vocabulary learning and retention, engagement, community feeling, and diverse dimensions of presence, namely social, cognitive, teaching, and overall presence. Adopting a quasi-experimental design, the study provides an in-depth controlled trial. The participants in this study consist of 86 (43 male, 43 female) high school English language learners in Türkiye, who are assigned to two groups. The control group uses traditional instructional technologies while the experimental group engages with metaverse technology. The lessons are based on social constructivist theory for both groups. Pre- and post-tests are employed to quantitatively assess vocabulary learning and retention and reveal substantial improvements in both areas. A series of carefully selected psychometric scales capture core aspects of engagement, community feeling, and presence. The findings reveal increased levels of engagement and a sense of presence, and connectedness within the language learning community, which confirms the efficacy of the MBLT. However, the improvement in social presence does not reach statistical significance. Cumulatively, the findings of this research transcend mere quantifiable improvements in vocabulary learning and retention. They reveal a holistic transformation of the language learning experience by emphasizing the significance of social interactions and digital embodiment in high school second language education through metaverse. The research highlights the metaverse’s potential in shaping the future of language education, reimagining traditional paradigms, and proposing a new era of immersive, interactive, and transformative pedagogy. |
| first_indexed | 2024-03-07T14:33:56Z |
| format | Article |
| id | doaj.art-5bcb2dbc01324f569a5f492aebf77bba |
| institution | Directory Open Access Journal |
| issn | 2050-7283 |
| language | English |
| last_indexed | 2024-03-07T14:33:56Z |
| publishDate | 2024-02-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Psychology |
| spelling | doaj.art-5bcb2dbc01324f569a5f492aebf77bba2024-03-05T20:45:21ZengBMCBMC Psychology2050-72832024-02-0112111710.1186/s40359-024-01549-4The effect of metaverse on L2 vocabulary learning, retention, student engagement, presence, and community feelingFerdi Çelik0Meltem Huri Baturay1Ondokuz Mayıs UniversityKonya Food and Agriculture UniversityAbstract This study investigates the multifaceted impacts of Metaverse Based Language Teaching on high school L2 vocabulary learning and retention, engagement, community feeling, and diverse dimensions of presence, namely social, cognitive, teaching, and overall presence. Adopting a quasi-experimental design, the study provides an in-depth controlled trial. The participants in this study consist of 86 (43 male, 43 female) high school English language learners in Türkiye, who are assigned to two groups. The control group uses traditional instructional technologies while the experimental group engages with metaverse technology. The lessons are based on social constructivist theory for both groups. Pre- and post-tests are employed to quantitatively assess vocabulary learning and retention and reveal substantial improvements in both areas. A series of carefully selected psychometric scales capture core aspects of engagement, community feeling, and presence. The findings reveal increased levels of engagement and a sense of presence, and connectedness within the language learning community, which confirms the efficacy of the MBLT. However, the improvement in social presence does not reach statistical significance. Cumulatively, the findings of this research transcend mere quantifiable improvements in vocabulary learning and retention. They reveal a holistic transformation of the language learning experience by emphasizing the significance of social interactions and digital embodiment in high school second language education through metaverse. The research highlights the metaverse’s potential in shaping the future of language education, reimagining traditional paradigms, and proposing a new era of immersive, interactive, and transformative pedagogy.https://doi.org/10.1186/s40359-024-01549-4MetaverseLanguage educationTeachingEngagementLearning |
| spellingShingle | Ferdi Çelik Meltem Huri Baturay The effect of metaverse on L2 vocabulary learning, retention, student engagement, presence, and community feeling BMC Psychology Metaverse Language education Teaching Engagement Learning |
| title | The effect of metaverse on L2 vocabulary learning, retention, student engagement, presence, and community feeling |
| title_full | The effect of metaverse on L2 vocabulary learning, retention, student engagement, presence, and community feeling |
| title_fullStr | The effect of metaverse on L2 vocabulary learning, retention, student engagement, presence, and community feeling |
| title_full_unstemmed | The effect of metaverse on L2 vocabulary learning, retention, student engagement, presence, and community feeling |
| title_short | The effect of metaverse on L2 vocabulary learning, retention, student engagement, presence, and community feeling |
| title_sort | effect of metaverse on l2 vocabulary learning retention student engagement presence and community feeling |
| topic | Metaverse Language education Teaching Engagement Learning |
| url | https://doi.org/10.1186/s40359-024-01549-4 |
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