publisher
Empowering higher education in China ethnic folk dance with the metaverse: a study on the impact on student satisfaction
- Source
- Frontiers in Education
- Published
- Last verified
- 9 Aug 2026
- Confidence
- Moderate
- Evidence
- Original document retained
- Reading time
- 1 min
- Country
- International
- Relevant to
- Research & Evidence, Technology & Data
Executive summary
What happened, and why should leadership care?
A study by Frontiers in Education (International) explored the impact of metaverse technology on higher education in China ethnic folk dance, specifically focusing on student satisfaction. A survey of 485 Chinese students indicated that immersive, interactive, and knowledge-sharing aspects of metaverse applications positively influenced student satisfaction. These characteristics also contributed to perceived ease of use, perceived value, and perceived enjoyment among students.
Why this matters
Why is this strategically important?
This research highlights the potential of emerging technologies like the metaverse to enhance educational delivery and student engagement. Understanding how specific technological features drive satisfaction and perceived value is critical for strategic investment and curriculum development in higher education sectors globally, particularly in specialized fields.
Key insights
What should be noted from the evidence?
- Metaverse application characteristics (immersive, interactive, knowledge sharing) directly promote student satisfaction in higher education.
- Immersive, interactive, and knowledge-sharing aspects of metaverse technology contribute to perceived ease of use, perceived value, and perceived enjoyment among students.
Evidence and confidence
How far can this assessment be trusted?
Moderate confidence. Provenance established; supporting evidence remains partial.
Analysis is prepared editorially by Aziz Shuaib Ausi. The original publication remains the authoritative record, and executive judgement remains entirely human.
Source
Where does this originate?
Reported by Frontiers in Education · International. This briefing summarises the publication for executive use; the document itself is not reproduced here.
Read the original publication