Enhancing Learning Achievement through GenAI Assisted Collaborative Drama-Based Role-Play Learning Metaverse in Higher Education

Abstract

Cultivating real-world problem-solving, decision-making, communication, professional identity (PI), and workplace-related skills in higher education is crucial for preparing students for career readiness, yet conventional project-based learning (PBL) often lacks authentic, immersive learning contexts that foster deep engagement and learning achievement development. Addressing this gap, we designed a novel Learning Metaverse environment enhanced with assistive Generative AI (GenAI) agents, grounded in Self-Determination Theory (SDT) and Identity-Based Motivation (IBM) Theory. This approach enables students to create personalized 3D avatars through large language models (LLMs) by communicating verbally and non-verbally, using the Ready Player Me platform to map their facial features through 2D images and customize their PI, while engaging in collaborative, drama-based role-play learning activities based on a drama script related to the textbook content, assisted by real-time GenAI feedback. In a quasi-experimental study within a Taiwanese university’s hospitality management program, two cohorts participated in drama-based role-play simulating Japanese restaurant workplace culture: the experimental group (n=34) used the GenAI assisted learning metaverse with avatar customization for better PI, while the control group (n=32) used a conventional metaverse with limited predesigned selective avatar options and no GenAI feedback. Results demonstrated that the GenAI-assisted learning metaverse significantly enhanced learning achievement, engagement, and key dimensions of PI, including responsibility, self-identity, accountability, self-efficacy, and belongingness. These findings underscore the efficacy of integrating metaverse and GenAI technologies to create immersive, contextually rich educational environments. Implications include providing students with authentic opportunities for PI construction and skill development, offering educators actionable frameworks for technology-enhanced learning design, and informing policymakers on the value of investing in robust, theory-driven digital learning infrastructures to improve graduate employability and lifelong learning outcomes.