The Model to Depict the University Students’ Engagement in the Metaverse

Author Information

Chun-Yen Tsai, National Sun Yat-sen University, Taiwan
Pei-Jung Lee, National Sun Yat-sen University, Taiwan

Abstract

This study examines the psychological factors that influence student engagement in metaverse environments by developing and validating a structural model that integrates internet-specific epistemic justification, self-concept, and problem-solving tendencies. The purpose of the study was to examine how these factors directly and indirectly affect engagement in metaverse-based learning and entertainment contexts. Data were collected from 466 university students from six Taiwanese universities who had prior experience using metaverse-related platforms. The revised measurement scale demonstrated acceptable construct validity and reliability, as established through confirmatory factor analysis within a Structural Equation Modeling (SEM) approach. Results from the SEM analysis indicated a satisfactory model fit and revealed that internet-specific epistemic justification significantly predicted both self-concept and problem-solving tendencies. These factors subsequently influenced metaverse engagement both directly and indirectly, indicating their mediating roles. In particular, problem-solving tendency fully mediated the relationship between epistemic justification and engagement, suggesting that learners who critically evaluate online information are more actively engaged in metaverse environments through strengthened problem-solving tendencies. Moreover, self-concept has a positive effect on problem-solving tendencies, highlighting the importance of self-related beliefs in supporting higher-order cognitive processes. The findings provide empirical support for the proposed model and offer practical implications for the design of metaverse-based learning environments that promote high-order thinking, learner engagement, and meaningful interaction. This study also contributes a validated instrument for future research in educational technology and immersive learning contexts.

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