A Comparative Analysis of the Effects of Real-time Video Conference and Metaverse Online Classroom Platform on Learner Presence, Engagement, and Achievement: A Focus on Gathertown and Zoom

This study aimed to analyze the differences in learners' sense of presence, learning engagement, and academic achievement in classes based on Zoom, a real-time video conferencing platform, and Gathertown, a metaverse platform. University S students majoring in early childhood education were the study's subjects. Students were placed in Gathertown and Zoom-based classes and experienced two lessons. The first class is a 30-minute practice session and the second is a 60-minute learning class. After the lesson, they were tested on their sense of presence, learning engagement, and academic achievement. Teaching presence, social presence, and cognitive presence were all statistically significantly higher in Gathertown classes using the metaverse platform than in Zoom-based classes. Behavioral and emotional engagement were also higher in the Gathertown class than in the Zoom-based class. These differences were statistically significant between groups. However, there was no significant difference between groups in cognitive engagement. There was no statistically significant difference in academic achievement. These results suggest that instructional design for distance learning should be considered to increase learners' sense of presence, learning engagement, and academic achievement.