Effectiveness of Metaverse-Based Distance Learning in Construction Education

Technologies for distance education continue to advance, fundamentally transforming the learning environment. While traditional video-based approaches to asynchronous distance education remain widely accessible, they often lack the depth of engagement and immersive experiences that newer technologies can offer. This case study examines the effectiveness of metaverse-based learning compared to traditional video-based learning in construction education, focusing on beam and column quantity takeoff. A between-subject experimental design with 30 participants was used to explore how the metaverse platform can enhance learning outcomes through spatial interactivity, three-dimensional visualization, avatar-based collaboration, and real-time interaction. Performance was evaluated through task-based scoring, while experience was assessed using pre-and post-experiment surveys. Results indicated that while both learning environments effectively conveyed technical content, participants in the metaverse condition reported higher engagement and showed measurable gains in problem-solving, critical thinking, leadership, and communication. These findings suggest that the immersive features of the metaverse played a key role in supporting both cognitive and collaborative skills. By documenting the design, implementation, and evaluation of this intervention, the study provides replicable insights and highlights lessons learned, offering future directions for the advancement of metaverse-based distance learning in construction education.