edtech
Investigating students’ self-efficacy, cognitive load, and emotions across motivational clusters in the metaverse project-supported ICAP model approach
- Source
- Educational Technology Research and Development
- Published
- Last verified
- 19 Aug 2026
- Confidence
- Moderate
- Evidence
- Original document retained
- Reading time
- 1 min
- Country
- International
- Relevant to
- Research & Evidence, Technology & Data, Partners & Funders
Executive summary
What happened, and why should leadership care?
A research study involving 140 undergraduate cybersecurity students explored the impact of motivational clusters (high, moderate, low) on self-efficacy, cognitive load, and emotional experiences within an ICAP (Interactive, Constructive, Active, and Passive) learning framework supported by a metaverse project on the Roblox platform. The preliminary findings indicate a correlation between higher motivation and positive educational outcomes within this immersive technological environment.
Why this matters
Why is this strategically important?
This research highlights the critical role of student motivation in leveraging immersive technologies for educational and training purposes. Understanding this relationship can inform strategies for designing more effective learning environments and improving engagement in complex technical domains.
Key insights
What should be noted from the evidence?
- The study examined the influence of motivational clusters on self-efficacy, cognitive load, and emotional experiences among students in a metaverse project-supported ICAP learning model.
- Higher motivation levels were associated with improved student outcomes regarding self-efficacy, cognitive load, and emotions.
- The research involved 140 undergraduate students (80 male) enrolled in a cybersecurity course, who collaboratively designed a metaverse project.
- The metaverse project was implemented using the Roblox platform and structured around the ICAP framework.
- Statistical analysis and text-mining techniques were employed to assess the interplay between motivation, self-efficacy, cognitive load, and emotional responses.
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 Educational Technology Research and Development · International. This briefing summarises the publication for executive use; the document itself is not reproduced here.
Read the original publication