Experiential marketing as a catalyst for sustainable adoption in educational metaverse-based STEM EdTech

This study synthesizes quantitative evidence on experiential marketing mechanisms in educational metaverse environments for STEM-oriented educational technology (EdTech). Following PRISMA, 29 publications were included in the review; 25 primary empirical studies (total N = 4988) each contributed one effect size to a random-effects (REML) meta-analysis, and four review articles were used only as background. The pooled effect was large (d = 0.79, 95% CI [0.75, 0.83]) with no detectable between-study heterogeneity (Q(24) = 7.78, p = 0.999; I 2 = 0%). Estimates were similar for STEM-labelled and general higher-education contexts (d = 0.78 and 0.79), and for VR, mixed-reality, or immersive-simulation studies and other metaverse platforms (d = 0.75 and 0.80). Leave-one-out estimates ranged from 0.77 to 0.79. Egger's test indicated small-study asymmetry (p = 0.014), whereas Begg's test did not (p = 0.835); the asymmetry runs opposite to the direction expected under publication bias. Because most primary studies are survey-based structural-equation studies whose standardized coefficients were approximately converted to d, the pooled estimate reflects the strength of association rather than a causal treatment effect. The findings suggest that immersive interaction and emotional engagement are central components of effective instructional design, and they encourage EdTech providers and institutions to align experiential design with pedagogical objectives, institutional trust, and sustainable adoption.