The Effect of Self-Regulation and Metaverse Features on Generation Z’s Adoption of Gamified Learning Platforms

Abstract

Advancements in digital technology are profoundly transforming education, especially through gamified learning platforms offering unprecedented interactivity and engagement. The Metaverse further enriches these virtual environments but increases demands on learners’ self-regulation. By integrating immersive environments and interactive experiences, these platforms address learners’ self-regulation needs, especially where technology and self-regulation theory intersect. This study uses the Technology Acceptance Model (TAM) and the Perceived Enjoyment Motivation Model to explore Generation Z’s attitudes toward Metaverse-based gamified learning platforms and their psychological acceptance. An empirical analysis in China employed structural equation modeling and confirmatory factor analysis on 690 survey responses. Results indicate that Metaverse features—social interaction, immersion, virtual avatars—and self-regulation abilities significantly influence users’ intentions to use gamified learning platforms. This suggests Generation Z’s learning methods in digital environments are evolving, with Metaverse-based platforms fostering student-centered learning and innovating learning experiences.

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