A Gamified Metaverse Approach to Enhancing Motivation in Global Higher Education Learners
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| Title: | A Gamified Metaverse Approach to Enhancing Motivation in Global Higher Education Learners |
|---|---|
| Language: | English |
| Authors: | Pornpimol Sukavatee, Jintavee Khlaisang |
| Source: | LEARN Journal: Language Education and Acquisition Research Network. 2026 19(1):537-568. |
| Availability: | Language Institute of Thammasat University. The Prachan Campus, 2 Prachan Road, Bangkok 10200 Thailand. e-mail: learnjournal@gmail.com; Web site: https://www.tci-thaijo.org/index.php/learn |
| Peer Reviewed: | Y |
| Page Count: | 32 |
| Publication Date: | 2026 |
| Intended Audience: | Teachers; Policymakers |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Higher Education, Gamification, Foreign Countries, Computer Simulation, Global Approach, Citizenship, Technology Uses in Education, English (Second Language), Second Language Learning, Undergraduate Students, Public Colleges, Student Attitudes, Student Motivation |
| Geographic Terms: | Thailand |
| ISSN: | 2630-0672 2672-9431 |
| Abstract: | This study examines the effectiveness of a gamified metaverse environment in enhancing motivation among non-English major higher education learners in Thailand, with a particular focus on the promotion of global citizenship. Employing a Research and Development (R&D) design, the study initially identified gamified and metaverse components relevant to learner motivation through Exploratory Factor Analysis (EFA). A mixed-methods evaluation was subsequently conducted with 68 participants. Quantitative results demonstrated a high overall level of motivation (M = 4.05, SD = 0.51), with particularly strong effects observed on identified regulation (M = 4.73, SD = 0.41) and intrinsic motivation. Qualitative findings further highlighted enjoyment, novelty, and perceived future benefits as key motivators for participation. Despite some technical and instructional challenges, the findings indicate that integrating gamification into metaverse-based learning environments is a promising approach for sustaining learner motivation in Thai higher education and offers transferable design principles for language educators and policymakers seeking to implement immersive, motivation-enhancing practices in global university contexts. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1508733 |
| Database: | ERIC |
| Abstract: | This study examines the effectiveness of a gamified metaverse environment in enhancing motivation among non-English major higher education learners in Thailand, with a particular focus on the promotion of global citizenship. Employing a Research and Development (R&D) design, the study initially identified gamified and metaverse components relevant to learner motivation through Exploratory Factor Analysis (EFA). A mixed-methods evaluation was subsequently conducted with 68 participants. Quantitative results demonstrated a high overall level of motivation (M = 4.05, SD = 0.51), with particularly strong effects observed on identified regulation (M = 4.73, SD = 0.41) and intrinsic motivation. Qualitative findings further highlighted enjoyment, novelty, and perceived future benefits as key motivators for participation. Despite some technical and instructional challenges, the findings indicate that integrating gamification into metaverse-based learning environments is a promising approach for sustaining learner motivation in Thai higher education and offers transferable design principles for language educators and policymakers seeking to implement immersive, motivation-enhancing practices in global university contexts. |
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| ISSN: | 2630-0672 2672-9431 |
