Exploring the Lived Experiences of Digital Presence and Identity in Metaverse-Based Learning Among University Students

Abstract

The rapid development of educational technology has transformed learning practices, with metaverse-based environments introducing new possibilities for immersive and interactive education. This study examines how university students construct and experience digital presence and identity within metaverse-based learning spaces. Using an interpretative phenomenological approach (IPA), data were collected from twelve students through semi-structured interviews and analyzed thematically. The study identifies three key findings: (1) students experienced metaverse learning as an emotionally engaging and embodied interaction shaped by heightened co-presence; (2) identity negotiation occurred as learners balanced their real and avatar-based selves; and (3) the metaverse fostered both increased social connectedness and occasional feelings of disorientation. Quantitatively, participants reported an overall strong sense of digital presence, with most describing the environment as more immersive than conventional online platforms. These findings suggest that metaverse learning functions not merely as a technological tool but as a relational and experiential space that reshapes how students perceive themselves and others. The study highlights practical implications for designing virtual learning environments that support emotional resonance, authentic identity expression, and meaningful interaction. It contributes a phenomenological understanding of digital embodiment and offers a foundation for future research on how emerging technologies shape learning experiences and identity formation.