The rapid advancement of information and communication technology (ICT) and generative artificial intelligence (GAI) has fueled a surge in online misinformation, highlighting the urgent need for effective media literacy education. This need is particularly pressing because media literacy competence plays a critical role in shaping individuals’ cognitive learning and value judgments, especially for children. Although instructional videos and e-books have been frequently used to support autonomous media literacy learning, they lack the presence, immersion, and authenticity necessary for real-world and inquiry-based learning (Kohler Franco & Bidarra, 2022). As a result, integrating innovative learning technologies to enhance autonomous learning outcomes in media literacy education has become both urgent and essential. To address this need, this study developed an immersive virtual 3D metaverse learning mode based on the WebQuest framework to enhance primary school students’ media literacy. A mixed research design was used to compare three learning modes: (1) a virtual 3D metaverse learning mode based on a WebQuest approach, (2) an animation-based instructional video learning mode, and (3) an e-book learning mode. The quantitative analysis examined learning performance, immersive experience, technology acceptance, and learning mode satisfaction, while the qualitative analysis explored the learning process and learners’ experiences to explain the observed differences. A quasi-experimental design was adopted, with the three intact classes randomly assigned to one of three learning modes. The results indicated that the class assigned to the virtual 3D metaverse learning mode showed significantly higher learning performance than the classes assigned to the other two learning modes, as only three intact classes were used (one class per condition). Additionally, the classes assigned to the virtual 3D metaverse learning mode and the animation-based instructional video learning mode showed significantly higher levels of technology acceptance, immersive experience, and learning mode satisfaction than the e-book learning mode. Encouragingly, learners from the video and e-book groups strongly preferred the metaverse-based approach. This innovative learning mode shows considerable potential for broader application in educational settings that require authentic, immersive, and interactive learning experiences.
Chen et al. (Thu,) studied this question.