International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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Investigating the Effectiveness of Metaverse-Based Training for Improving Listening Skills

Author(s) Renuga Indiri Kuppusamy, Helmi Norman
Country Malaysia
Abstract Malaysian students struggle with English as a second language, especially in listening. This area is often overlooked in schools, assuming it will improve naturally over time. To address this, a study on metaverse-based listening training to improve students' performance in listening assessments was conducted. The study used the Universe by ViewSonic app to evaluate if metaverse-based training can enhance listening skills and engagement. 20 randomly selected 16-year-old Form 4 students participated. They took a standardized listening comprehension test at the beginning of the semester. Then, they received English language listening training on a virtual platform, facilitated by a teacher. This was followed by classroom discussions using a blended collaborative learning approach. Finally, they took the same post-test. Quantitative analysis compared scores before and after the intervention using t-tests and correlation analysis. The qualitative analysis involved thematic analysis of feedback surveys and interviews. The results showed significant improvement in listening skills and increased participation. Metaverse training also boosted self-confidence and enjoyment of listening materials among participants. This study contributes to understanding how the metaverse can enhance language learning, specifically listening skills.
Keywords Listening skills, metaverse, immersive, blended collaborative learning
Field Sociology > Education
Published In Volume 6, Issue 3, May-June 2024
Published On 2024-06-17
Cite This Investigating the Effectiveness of Metaverse-Based Training for Improving Listening Skills - Renuga Indiri Kuppusamy, Helmi Norman - IJFMR Volume 6, Issue 3, May-June 2024. DOI 10.36948/ijfmr.2024.v06i03.22806
DOI https://doi.org/10.36948/ijfmr.2024.v06i03.22806
Short DOI https://doi.org/gt2b76
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