Exploring the Impact of Environmental, Behavioral, and Personal Factors on Student Engagement and Satisfaction in Metaverse-Based Language Learning
- 주제어 (키워드) Metaverse Learning Environment , Learner Engagement , Learner Satisfaction , Task-technology fit , Self-efficacy , Social Cognitivie Theory
- 발행기관 서강대학교 메타버스전문대학원
- 지도교수 김수연
- 발행년도 2025
- 학위수여년월 2025. 2
- 학위명 석사
- 학과 및 전공 메타버스전문대학원 메타버스비즈니스
- 실제 URI http://www.dcollection.net/handler/sogang/000000079749
- UCI I804:11029-000000079749
- 본문언어 영어
- 저작권 서강대학교 논문은 저작권 보호를 받습니다.
초록 (요약문)
This study examined how environmental (task-technology fit, virtual environment), behavioral (perceived interaction, collaboration activities), and personal (self-efficacy, digital self-efficacy) factors influenced students’ cognitive, emotional, and behavioral engagement, as well as their overall satisfaction in a Metaverse-based language learning environment. In addition to analyzing the direct effects of these factors on engagement and satisfaction, the study investigated whether each dimension of student engagement—cognitive, emotional, and behavioral—partially mediates the relationship between these factors and satisfaction. A one-week survey was conducted with 391 elementary and middle school students who were regularly immersed in Metaverse-based English instruction. The results showed that task-technology fit exerted a strong, positive effect on all three forms of engagement and on satisfaction, underscoring the importance of designing assignments that effectively align with Metaverse technological capabilities. Self-efficacy likewise emerged as a major driver, not only influencing cognitive, emotional, and behavioral engagement but also boosting satisfaction. Digital self-efficacy was particularly relevant for emotional engagement and satisfaction, highlighting the need to support students’ confidence in using digital tools within immersive Metaverse platforms. By contrast, although the virtual environment factor significantly increased cognitive engagement, it did not contribute to emotional or behavioral engagement or satisfaction. Meanwhile, perceived interaction positively affected all engagement dimensions but did not directly enhance satisfaction, and collaboration activities only influenced emotional engagement. Regarding mediation, cognitive engagement did not transmit the impact of any independent variable to satisfaction, suggesting that purely cognitive focus may be insufficient to improve students’ overall evaluation of the course. However, emotional engagement partially mediated the effects of task-technology fit, self-efficacy, and digital self-efficacy on satisfaction, indicating that heightened affective investment encourages more positive appraisals of the Metaverse experience. Similarly, behavioral engagement partially mediated the influence of task-technology fit and self-efficacy on satisfaction, reflecting that consistent participation and proactive learning behaviors reinforce how students perceive the quality of their educational environment. These findings underscore the multifaceted nature of engagement in a Metaverse classroom. From a Social Cognitive Theory perspective, well-matched tasks, confident learners, and meaningful emotional or behavioral engagement foster deeper participation and greater satisfaction. Designing Metaverse-based learning strategies that accentuate emotional and behavioral dimensions, coupled with support for task alignment and learner self-beliefs, can maximize students’ educational experiences in immersive virtual settings.
more목차
Chapter 1. Introduction 1
Chapter 2. Literature Review 4
2.1 Educational Metaverse 4
2.1.1 Definition and features of Metaverse 4
2.1.2 Educational Metaverse in Language Learning 6
2.2 Social Cognitive Theory in Education 9
2.2.1 Social Cognitive Theory in Educational Context 9
2.2.2 Environmental Factors in Online Learning Environment 12
2.2.3 Behavioral Factors in Online Learning Environment 13
2.2.4 Personal Factors in Online Learning Environment 15
2.3 Learning Outcomes in Metaverse Learning Environment 17
2.3.1 Metaverse Learning Environment 17
2.3.2 Student Engagementin Metaverse Learning Environment 19
2.3.3 Student Satisfaction in Metaverse Learning Environment 22
Chapter 3. Research Questions 25
Chapter 4. Methodology 28
4.1 Research Design 28
4.1.1 Setting 29
4.1.2 Data Collection 30
4.2 Instrument 30
4.2.1 Questionnaire design and instrument development 31
4.2.2 Questionnaire 35
Chapter 5. Findings 37
5.1 Demographic Profiles of Respondents 37
5.2 Reliability and Validity Analysis 38
5.3 Descriptive Statistics and Correlation Analysis 43
5.4 Verification of Research Questions 46
5.4.1 Influence on Student Engagement and Satisfaction 46
5.4.2 Mediating effect of Student Engagement 53
Chapter 6. Conclusion 59
6.1 Primary Results 59
6.2 Implications 63
6.3 Limitations 66
Reference 69
