The illusion of presence and the reality of engagement: how avatar dynamics define social interaction in an educational metaverse?

Social interaction has long been a subject of theoretical inquiry in both Computer-Mediated Communication (CMC) and Human-Computer Interaction (HCI), but seldom has it been examined through the lens of digital embodiment. As the metaverse gains traction as a platform for learning and collaboration, understanding how its affordances construct behavioral engagement demands empirical scrutiny. Thus, this study examines the effects of avatar customization and communication modality on behavioral engagement within a metaverse-based simulation. Using a 2×2 factorial design, participants were randomly assigned to avatar (customized vs. generic) and modality (voice vs. text) conditions, with engagement tracked via a stealth assessment approach across multiple sessions. Findings indicate that avatar customization facilitated broader spatial exploration, while voice-based communication elicited higher interpersonal interaction. Critically, the convergence of both factors produced a compounded effect that yielded selective interaction effects on temporal and social dimensions of engagement. This study contributes a framework of affordance convergence that informs both the theoretical modeling of digital embodiment and the practical design of immersive learning platforms. As educational experiences increasingly unfold within socio-technical systems, the challenge for both HCI and CMC is to design environments where social interaction is both mediated and dynamically co-constructed through the alignment of interactional affordances.