Investigating students’ self-efficacy, cognitive load, and emotions across motivational clusters in the metaverse project-supported ICAP model approach

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 it matters

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

• 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.

Source

Educational Technology Research and Development — https://link.springer.com/article/10.1007/s11423-026-10694-z