Achieving equity in esthetic education: a metaverse-supported synchronous classroom approach for art appreciation

Blended synchronous classrooms (BSCs) aim to bridge educational equity gaps but face process inequity due to spatial and technological barriers. This study proposed a metaverse-supported synchronous classroom approach for art appreciation (MSC-AA) and compared it with a traditional BSC approach (BSC-AA). A total of 61 students were recruited: 30 students (16 local/14 remote) in the MSC-AA appreciated immersive artworks and engaged in avatar-based interactions in the same 3D space; 31 students (14 local/17 remote) in the BSC-AA appreciated 2D artworks and learned via 2D video conferencing. Results showed a higher frequency of student interactions in the MSC-AA, with equal participation opportunities for both locations. In addition, MSC-AA students exhibited stronger teaching, social, and cognitive presence (no location-based differences), and higher learning achievement than BSC-AA students.