L2 learner experiences in a playful constructivist metaverse space

Abstract

This study creates a virtual space for language learning using a user-customizable metaverse platform and explores its potential for EFL learning. To this end, a virtual learning space, grounded in constructivist learning principles – contextualized learning, active learning, and collaborative learning – was created on a 2D metaverse platform. The metaverse was designed as a simulated deserted island for enjoyable and playful learning, allowing the students to actively explore, discover, and interact as they look for clues to escape the island. For educational application, 29 Korean middle school students participated in a two-hour activity. Data included screen recordings of student activities, student surveys, and interviews with the students and teachers. The findings showed that, as an EFL learning space of playful constructivism, the metaverse had great potential to embed contextualized learning and served as a medium for active learning that positively affected student interest and motivation. The results confirmed that the team-based approach combined with a game-like metaverse fostered student collaboration. Overall, the study showcased how language instructors can make use of a customizable metaverse for L2 learning and how a virtual space may serve as an arena for learner-centered instruction.