Distance Learning Where Children Freely Share Thoughts in a Metaverse

Abstract

This study examines how children from different regions can voluntarily share ideas through metaverse-based distance learning and how teachers observe their interactions. To explore this, we conducted three learning activities combining metaverse-based and face-to-face sessions. Data collection included a questionnaire survey completed by 25 students and paper-based interviews with two teachers. Our results indicate that the metaverse encouraged voluntary dialogue by reducing tension and enabling freer interaction compared to face-to-face settings. Teachers primarily observed students using four indicators: “signals during a call,” “conversation range,” “avatar movement,” and “chat.” Although the study was limited in duration, scope, and sample size, it provides preliminary insights into the metaverse’s potential in compulsory education. Future research should analyze dialogue content and identify strategies to foster more active peer interaction in virtual learning environments.