Mediated Effect of Mentoring with Functional Elements of Metaverse Learning on Cultural Motivation

Abstract

The purpose of this study is to identify the mediated effect of mentoring between the functiona elements and cultural motivation of college students in the metaverse learning and to derive the educational implications. For this, survey was conducted on 202 college students at a private university in Chungbuk. In this study, the significance of the mediated effect was examined by using the structural equationmodel analysis (SEM) and bootstrap analysis. As a result of the study, first of all, functional elements in the use of metaverse turned out to be analyzed not to influence cultural motivation of users. Second, metaverse learning user mentoringwas analyzed to positively influence culturalmotivation of users. Third,mentoring of userswas analyzed to have themediated effect on the influence of educational function on cultural motivation of users inmetaverse learning. Hereupon, it turned out that functional elements including interest-stimulating design, user control function, and responding speed influenced cultural motivation of learners when designing metaverse English learning. In addition, mentoring of metaverse learning turned out to have themediated effect on culturalmotivation of users aswell asmetaverse English learning function.