Metaverse-Based Self-Regulated Learning in Nursing Dietary Education: Effects on Learning Achievement, Self-Efficacy, Critical Thinking Awareness, and Behavioral Patterns

Chang, Ching-Yi ORCID: https://orcid.org/0000-0002-3146-2270, Mubarok, Husni, Cheng, Pei-Yu ORCID: https://orcid.org/0000-0003-3863-3017 and Allison, Jordan ORCID: https://orcid.org/0000-0001-8513-4646 (2026) Metaverse-Based Self-Regulated Learning in Nursing Dietary Education: Effects on Learning Achievement, Self-Efficacy, Critical Thinking Awareness, and Behavioral Patterns. Journal of Educational Computing Research. doi:10.1177/07356331261486325 (In Press)

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Abstract

A central goal of foundational dietary education is to enhance nursing students’ learning achievement, self-efficacy, and critical thinking awareness. However, providing personalized guidance in conventional instructional settings remains challenging. To address these limitations, the present study introduces a structured metaverse-based self-regulated learning framework designed to promote personalized, immersive, and contextually rich learning experiences in dietary education. A quasi-experimental study was conducted with 44 undergraduate nursing students enrolled in an introductory course on cancer-preventive dietary practices. Participants were assigned to either a metaverse-based self-regulated learning condition (experimental group) or a conventional 2D video-based instruction condition (control group). Findings indicate that students in the metaverse-based condition demonstrated significantly higher levels of learning achievement, self-efficacy, and critical thinking awareness than peers in the conventional instruction group. Exploratory behavioral analyses of the 22 experimental-group participants, categorized by a median split, suggested that learners with higher critical thinking awareness exhibited more structured, reflective, and proactive learning patterns, whereas those with lower awareness relied more on feedback-dependent strategies. Overall, metaverse-based self-regulated learning enhanced learning achievement, self-efficacy, and critical thinking awareness, while providing preliminary insights into learners’ behavioral patterns in nursing education.

Item Type:	Article
Article Type:	Article
Uncontrolled Keywords:	Self-regulated learning; Interaction dynamics; Metaverse environments; Critical thinking awareness; Learning analytics
Subjects:	L Education > LC Special aspects of education Q Science > QA Mathematics > QA76 Computer software Q Science > QA Mathematics > QA76 Computer software > QA76.9 Other topics > QA76.9.V5 Virtual computer systems R Medicine > RT Nursing
Divisions:	Schools and Research Institutes > School of Business, Computing and Social Sciences
Depositing User:	Kamila Niekoraniec
Date Deposited:	08 Sep 2026 11:27
Last Modified:	08 Sep 2026 11:45
URI:	https://eprints.glos.ac.uk/id/eprint/16509

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