How Student-Led Collaborative Metaverse World Creation Fosters Information Literacy and Intercultural Competence: A Quantitative Analysis of a Synchronous International Virtual Exchange

Abstract

In this study, we investigate the impact of a student-led, synchronous international virtual exchange program on the development of information literacy (IL) and international competence (IC) among Japanese university students. Through 15 weeks, participants collaborated in multinational teams to design culturally themed Metaverse Worlds using Unity, VRChat Creator Companion, and a custom Metaverse World Creation Package. Pre- and post-program surveys revealed statistically significant gains in students' digital fluency, intercultural sensitivity, and communication confidence. Notably, students with no prior Extended Reality (XR) experience acquired operational skills in head-mounted displays (HMDs), world building, and virtual interaction, demonstrating enhanced information literacy. Simultaneously, students reported improvements in cultural awareness, communication strategies, and willingness to engage with diverse peers, supporting the development of intercultural competence. Learners expressed high satisfaction with the immersive learning environment, citing increased motivation and engagement. Despite technical and logistical challenges, such as time zones and XR unfamiliarity, students viewed the Metaverse as a valuable platform for global learning. The results support the integration of XR tools into international education, suggesting that immersive, student-driven activities can foster key 21st-century competencies. This research offers a novel contribution to XR-based education by demonstrating the pedagogical benefits of student-created Metaverse environments in concurrently fostering both IL and IC.