The Effect of Metaverse on L2 Vocabulary Learning, Retention, Student Engagement, Presence, and Community Feeling

Abstract

Abstract This research explores the potential of Metaverse-Based Language Teaching by testing it on a second language vocabulary lesson with a social constructivist approach on high school students. The study investigates the multifaceted impacts of it on 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 consisted of 86 (43 male, 43 female) high school second language students, which are assigned to two groups: the control group, following a traditional teaching method, and the experimental group, engaged with a metaverse-based, social constructivist learning environment. 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 acquisition 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.