Objectives The purpose of this study is to examine the effects of metaverse-applied courses supported by non-curricular programs on perceived sacrifices, benefits, the value of the metaverse, and digital learning competency. Methods To this end, the study was conducted with 17 pre-service early childhood teachers from the Department of Early Childhood Education at University A in the Chungcheong region. Among them, 8 pre-service teachers who were enrolled in the K-Project course that applies the metaverse formed the experimental group, while the remaining 9 pre-service teachers constituted the control group. Using SPSS 23.0, the Mann-Whitney U test and the Wilcoxon signed-rank test, both non-parametric statistical methods, were employed to verify the statistical significance of differences between the groups. Results The results of this study are as follows. To begin, descriptive statistics were used to analyze the measured variables. The experimental group's post-test mean score for perceived sacrifice related to the metaverse and its sub-factors was lower than its pre-test mean score. Conversely, the post-test mean scores for perceived benefits, value, and digital learning competency related to the metaverse, along with their sub-factors, increased compared to the pre-test mean scores. In the control group, the post-test mean score for perceived sacrifice related to the metaverse and its sub-factors increased compared to the pre-test mean score. In contrast, the post-test mean scores for perceived benefits, value, and digital learning competency, along with some sub-factors, decreased compared to the pre-test mean scores, indicating that positive effectiveness related to the metaverse was not found. The analysis of pre-test mean score differences between the experimental group and the control group showed no statistically significant differences, confirming the homogeneity of the groups. Second, the analysis of the pre-test and post-test differences in the experimental group revealed that the overall perceived sacrifice related to the metaverse and its sub-factors, such as content quality and technical effort, showed statistically significant results, validating the effectiveness of the course that applies the metaverse. In contrast, the lack of statistical significance in resistance to innovation suggests that the effectiveness of the course that applies the metaverse was not demonstrated. The overall perceived benefits related to the metaverse and its sub-factors (usefulness, ease of access to information, social identity), the perceived value of the metaverse, and the overall digital learning competency along with its sub-factors (communication, collaboration, critical thinking, creativity, information, and problem-solving) were found to be statistically significant, validating the effectiveness of the course that applies the metaverse. The analysis of pre-test and post-test differences in the control group showed no statistically significant differences across all research variables. The results of the post-test difference analysis between the experimental group and the control group showed statistically significant differences across all research variables, confirming the effectiveness of the course that applies the metaverse in the experimental group compared to the control group. Conclusions The findings of this study suggest that education utilizing the metaverse through the support of extracurricular programs can positively impact learners' digital learning competencies and promote their engagement in learning. This provides important evidence for the practical applicability of innovative digital learning tools, such as the metaverse, in the field of early childhood education.
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