Collaboration in a Virtual Reality Serious Escape Room in the Metaverse Improves Academic Performance and Learners’ Experiences
The evolving potential of virtual reality and the Metaverse to create immersive, engaging learning experiences and of digital escape room games to provide opportunities for active, autonomous, personalised learning has brought both to the forefront for educators seeking to transform traditional educ...
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| Format: | Article |
| Language: | English |
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MDPI AG
2025-01-01
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| Series: | Future Internet |
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| Online Access: | https://www.mdpi.com/1999-5903/17/1/21 |
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| author | Antonia-Maria Pazakou Stylianos Mystakidis Ioannis Kazanidis |
| author_facet | Antonia-Maria Pazakou Stylianos Mystakidis Ioannis Kazanidis |
| author_sort | Antonia-Maria Pazakou |
| collection | DOAJ |
| description | The evolving potential of virtual reality and the Metaverse to create immersive, engaging learning experiences and of digital escape room games to provide opportunities for active, autonomous, personalised learning has brought both to the forefront for educators seeking to transform traditional educational settings. This study investigated the impact of collaboration within a virtual reality serious escape room game in the Metaverse that was designed for English as a Foreign Language (EFL) learners to explore how this approach influences their academic performance and overall learning experience. A comparative research approach was adopted using twenty (n = 20) adult learners divided into two equal-sized groups; the experimental group completed the virtual reality escape room in pairs, while the control group completed it individually. Mixed methods were employed, utilising a pre- and post-test to measure academic performance, as well as a questionnaire and two focus groups to evaluate participants’ learning experiences. Results indicated a trend of learners working collaboratively showing better learning outcomes and experience, offering valuable insights regarding the integration of serious Metaverse games in language-focused educational contexts. |
| format | Article |
| id | doaj-art-4957be748f6f43e6ab71ec8f725c2bef |
| institution | Kabale University |
| issn | 1999-5903 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Future Internet |
| spelling | doaj-art-4957be748f6f43e6ab71ec8f725c2bef2025-01-24T13:33:35ZengMDPI AGFuture Internet1999-59032025-01-011712110.3390/fi17010021Collaboration in a Virtual Reality Serious Escape Room in the Metaverse Improves Academic Performance and Learners’ ExperiencesAntonia-Maria Pazakou0Stylianos Mystakidis1Ioannis Kazanidis2Department of Computer Science, Democritus University of Thrace, 65404 Kavala, GreeceDepartment of Computer Science, Democritus University of Thrace, 65404 Kavala, GreeceDepartment of Computer Science, Democritus University of Thrace, 65404 Kavala, GreeceThe evolving potential of virtual reality and the Metaverse to create immersive, engaging learning experiences and of digital escape room games to provide opportunities for active, autonomous, personalised learning has brought both to the forefront for educators seeking to transform traditional educational settings. This study investigated the impact of collaboration within a virtual reality serious escape room game in the Metaverse that was designed for English as a Foreign Language (EFL) learners to explore how this approach influences their academic performance and overall learning experience. A comparative research approach was adopted using twenty (n = 20) adult learners divided into two equal-sized groups; the experimental group completed the virtual reality escape room in pairs, while the control group completed it individually. Mixed methods were employed, utilising a pre- and post-test to measure academic performance, as well as a questionnaire and two focus groups to evaluate participants’ learning experiences. Results indicated a trend of learners working collaboratively showing better learning outcomes and experience, offering valuable insights regarding the integration of serious Metaverse games in language-focused educational contexts.https://www.mdpi.com/1999-5903/17/1/21virtual realitymetaverseescape roomsserious gamesEnglish as a foreign language (EFL)vocabulary learning |
| spellingShingle | Antonia-Maria Pazakou Stylianos Mystakidis Ioannis Kazanidis Collaboration in a Virtual Reality Serious Escape Room in the Metaverse Improves Academic Performance and Learners’ Experiences Future Internet virtual reality metaverse escape rooms serious games English as a foreign language (EFL) vocabulary learning |
| title | Collaboration in a Virtual Reality Serious Escape Room in the Metaverse Improves Academic Performance and Learners’ Experiences |
| title_full | Collaboration in a Virtual Reality Serious Escape Room in the Metaverse Improves Academic Performance and Learners’ Experiences |
| title_fullStr | Collaboration in a Virtual Reality Serious Escape Room in the Metaverse Improves Academic Performance and Learners’ Experiences |
| title_full_unstemmed | Collaboration in a Virtual Reality Serious Escape Room in the Metaverse Improves Academic Performance and Learners’ Experiences |
| title_short | Collaboration in a Virtual Reality Serious Escape Room in the Metaverse Improves Academic Performance and Learners’ Experiences |
| title_sort | collaboration in a virtual reality serious escape room in the metaverse improves academic performance and learners experiences |
| topic | virtual reality metaverse escape rooms serious games English as a foreign language (EFL) vocabulary learning |
| url | https://www.mdpi.com/1999-5903/17/1/21 |
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