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Metaverse-Integrated Scenario-Based Professional Training Based on the Social Learning Theory: Evidence from Achievement, Critical Thinking, Decision-Making Performance, and Behavioral Analysis

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Title: Metaverse-Integrated Scenario-Based Professional Training Based on the Social Learning Theory: Evidence from Achievement, Critical Thinking, Decision-Making Performance, and Behavioral Analysis
Language: English
Authors: Ching-Yi Chang (ORCID 0000-0002-3146-2270), Chi-Heng Li, Gwo-Jen Hwang (ORCID 0000-0001-5155-276X)
Source: Journal of Educational Computing Research. 2026 64(5):1095-1120.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 26
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Academic Achievement, Critical Thinking, Decision Making, Computer Simulation, Technology Uses in Education, Undergraduate Students, Introductory Courses, Nursing Education, Pediatrics, Nursing Students, Teaching Methods, Video Technology, Simulated Environment, Student Behavior, Student Attitudes, Foreign Countries
Geographic Terms: Taiwan
DOI: 10.1177/07356331261424218
ISSN: 0735-6331
1541-4140
Abstract: Enhancing students' critical thinking and decision-making performances is an important issue in professional training. In the traditional video-based professional training mode, students generally lack the opportunity to experience and practice in problem contexts. From the perspective of Social Learning Theory (SLT), situating learners in contexts that depict real cases is crucial for fostering their critical thinking and decision-making competences. To address this issue, the present study proposes a metaverse-integrated scenario-based learning approach to providing authentic learning experiences and decision-making contexts. To evaluate the effectiveness of the approach, an experiment was conducted with two classes of students enrolled in a university-level course for pediatric skills training. One class was assigned to be the experimental group (n = 28), which engaged in a metaverse context guided by SLT principles, while the other class was the control group (n = 28), which received traditional instruction. The findings indicated that students who participated in the metaverse scenario learning demonstrated significantly better learning achievement, higher levels of critical thinking, and lower cognitive load compared to their peers in the traditional instruction group. The proposed model and findings provide valuable insights for informing future curriculum design and instructional practices aimed at enhancing learner outcomes in professional training contexts.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1506773
Database: ERIC
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  Data: Metaverse-Integrated Scenario-Based Professional Training Based on the Social Learning Theory: Evidence from Achievement, Critical Thinking, Decision-Making Performance, and Behavioral Analysis
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  Data: <searchLink fieldCode="AR" term="%22Ching-Yi+Chang%22">Ching-Yi Chang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3146-2270">0000-0002-3146-2270</externalLink>)<br /><searchLink fieldCode="AR" term="%22Chi-Heng+Li%22">Chi-Heng Li</searchLink><br /><searchLink fieldCode="AR" term="%22Gwo-Jen+Hwang%22">Gwo-Jen Hwang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5155-276X">0000-0001-5155-276X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Educational+Computing+Research%22"><i>Journal of Educational Computing Research</i></searchLink>. 2026 64(5):1095-1120.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 26
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  Data: <searchLink fieldCode="DE" term="%22Taiwan%22">Taiwan</searchLink>
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  Data: 10.1177/07356331261424218
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  Data: 0735-6331<br />1541-4140
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  Label: Abstract
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  Data: Enhancing students' critical thinking and decision-making performances is an important issue in professional training. In the traditional video-based professional training mode, students generally lack the opportunity to experience and practice in problem contexts. From the perspective of Social Learning Theory (SLT), situating learners in contexts that depict real cases is crucial for fostering their critical thinking and decision-making competences. To address this issue, the present study proposes a metaverse-integrated scenario-based learning approach to providing authentic learning experiences and decision-making contexts. To evaluate the effectiveness of the approach, an experiment was conducted with two classes of students enrolled in a university-level course for pediatric skills training. One class was assigned to be the experimental group (n = 28), which engaged in a metaverse context guided by SLT principles, while the other class was the control group (n = 28), which received traditional instruction. The findings indicated that students who participated in the metaverse scenario learning demonstrated significantly better learning achievement, higher levels of critical thinking, and lower cognitive load compared to their peers in the traditional instruction group. The proposed model and findings provide valuable insights for informing future curriculum design and instructional practices aimed at enhancing learner outcomes in professional training contexts.
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        Value: 10.1177/07356331261424218
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      – Text: English
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        PageCount: 26
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    Subjects:
      – SubjectFull: Academic Achievement
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      – SubjectFull: Critical Thinking
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      – SubjectFull: Decision Making
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      – SubjectFull: Pediatrics
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      – SubjectFull: Taiwan
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      – TitleFull: Metaverse-Integrated Scenario-Based Professional Training Based on the Social Learning Theory: Evidence from Achievement, Critical Thinking, Decision-Making Performance, and Behavioral Analysis
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