Abstract
This research was designed to test the effectiveness that immersive tools and activities, specifically metaverse-based activities, has on student learning. For this research, an experiment was designed with a control group and an experimental group in the course EM1009 - Business Model Innovation that is an Online Course lasting 5 weeks and was imparted in the semester of August-December 2022. The experimental group performed certain activities within the metaverse. In the control group, the same activities were carried out, but with a traditional teaching method (without metaverse). Comparisons between both groups were made using parametric and non-parametric hypothesis testing and surveys were also carried out to assess the perception of the learning process of the students who used the metaverse. The results showed that, although in general, there are no significant differences between the amount of learning of both groups, students who work within the metaverse perceive that their learning process has a greater impact in them. They feel more motivated and pay more attention when carrying out innovative activities with state-of-the-art technologies to learn in their classes.
Author Information
Rocío Elizabeth Cortez Márquez, Tec de Monterrey, México
Jorge Alberto Mosqueda Benavides, Tec de Monterrey, México
Paper Information
Conference: ECE2023
Stream: Learning Experiences
This paper is part of the ECE2023 Conference Proceedings (View)
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To cite this article:
Márquez R., & Benavides J. (2023) Enhance Your Student’s Perceived Learning, Attention and Motivation With Immersive Activities and Metaverse – Based Learning ISSN: 2188-1162 The European Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2188-1162.2023.115
To link to this article: https://doi.org/10.22492/issn.2188-1162.2023.115
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