Designing Metaverse-based language learning: How pre-service teachers applied the Triple-E framework

Abstract

As immersive technologies like the Metaverse enter educational practice, teacher education programs should equip pre-service teachers with frameworks to design meaningful virtual learning environments. This study investigates how 36 pre-service teachers in Taiwan applied the Triple-E Framework (Engage, Enhance, Extend) during a four-week design-based course using a Metaverse-based platform. Data sources included 264 peer evaluations of the Metaverse design and final group projects. Results show that pre-service teachers excelled in creating visually engaging environments and instructional goals, but faced challenges in aligning their designs with real-world transfer. Thematic analysis of peer feedback revealed that "Engage" was the most frequently recognized dimension, while "Extend" was the least observed. Inferential analyses indicated strong interrelationships between the Triple-E dimensions and a significant association between dimensions. This study contributes to the field by offering a framework-guided, data-informed model for developing digital pedagogical skills in teacher education. It highlights the value of peer feedback as a diagnostic tool and underscores the need to scaffold deeper pedagogical thinking in immersive design tasks.