Exploring the impact of metaverse-integrated blended learning on Mandarin directional and positional expressions

Recent advancements in digital technologies and the challenges posed by the pandemic have highlighted the importance of blended learning in modern education. The metaverse, as an innovative digital platform, offers unique opportunities for implementing blended learning strategies. This study investigates the educational impacts of the metaverse on learning directional and positional vocabulary among beginner-level Chinese as a second language (CSL) students. The efficacy of metaverse-based blended learning models compared to traditional classroom settings was examined through a mixed-methods research design. Twenty-six international students were randomly assigned to one of three groups: traditional classroom (CG), online-then-onsite (EG1), and onsite-then-online (EG2). The metaverse environment, named Mandaverse, utilized the Gather.Town platform to simulate a campus setting. Evaluations included pretests, posttests, and learning experience surveys, along with interviews with four students and the instructor. Quantitative analysis showed no significant overall performance differences across the models, yet each model displayed post-intervention improvements. EG2 demonstrated the greatest variability and notable within-group improvements, while EG1 exhibited more consistent performance. Qualitative insights highlighted the critical role of timely teacher interaction and the impact of learners’ technological familiarity, illustrating how the sequence of teaching modes influences the consistency of learning outcomes. This study suggests the need for further research into the optimal teaching sequences and explores the full potential of metaverse-based environments in enhancing educational experiences.