Process Notes from Intervention and Reflections
Entering the Metaverse
To investigate student engagement across platforms, I designed a phenomenological methodology to compare traditional online learning with the metaverse. Participation was voluntary, framed as an extracurricular activity for STRAT.mag, the Fashion Business School’s magazine. I recruited postgraduate fashion marketing students via Teams and Moodle, splitting them into two groups to experience both Microsoft Teams and the Spatial metaverse.
To ensure value, I wrote two new masterclasses: “Writing and Journalism Basics” (Day 1) and “Introduction to Fashion Editorial” (Day 2). This allowed students to experience both platforms without repeating content, with the exception of one student who attended the same lesson on both platforms, providing a unique perspective for later interviewing.
The Intervention on Day 1, half the class started in the metaverse while the other half used Teams. I recorded reflective notes immediately after:
Observations: The sessions ran long, and I noted that Spatial users were hesitant to use mics or chat, preferring emojis or “dancing” functions. This suggested that 3D environments don’t automatically guarantee verbal participation.
Data Collection: I realised my survey design needed splitting. For Day 1, I had to manually separate data in Microsoft Forms. For Day 2, I created platform-specific surveys to streamline analysis, a pivot I view as a strength of the flexible action research process.
Adjustments and Day 2 For the second day, I introduced a 20-minute interactive task to better capture behavioural engagement. In Teams, students presented mood boards normally; in the metaverse, they uploaded their work to the virtual walls. We “walked” as avatars to each poster, and students presented using their microphones. This was highly effective, though I would have welcomed even more time for the exercise.
After each session, students completed a survey.
Data Collection Summary:
Teams: 14 attendees, 11 survey responses.
Metaverse: 9 attendees, 9 survey responses.
Interviews: Four 30-minute interviews were conducted via Teams, including one purposive sample of the student who experienced the same lesson on both platforms.
Environment & Ethics: In the Spatial environment, I uploaded the Participant Information Document and survey QR codes directly onto the virtual classroom walls. While I’ve redacted names in screenshots, avatars remain visible; I consider the risk of participant recognition via avatar to be low. I am represented in the virtual space by the avatar in the mirrored suit.
Ultimately, these sessions functioned as a practical exploration of whether the “embodied” nature of a 3D space adds genuine pedagogical value or simply acts as a novelty.
Access the live Spatial metaverse classroom here.
One of the participants took screenshots from her point of view within the classroom, and gave permission for their inclusion in the research project. These are included below to offer the student’s perspective of the space.