Manuscript received September 5, 2022; revised October 2, 2022; accepted November 4, 2022.
Abstract—This paper presents research on an immersive
digital storytelling learning experience with a metaverse
gamification game platform to enhance game developer
competency. The objectives were; 1) to develop an Immersive
digital storytelling learning experience with a metaverse
gamification; 2) to assess the game management architecture an
Immersive digital storytelling learning experience with a
metaverse gamification; 3) to assess a model for creating an
immersive digital storytelling learning experience and; 4) to
assess the game developer competency of students studying
using an immersive digital storytelling learning experience with
a metaverse gamification game platform. Research hypothesis
is students using an Immersive digital storytelling learning
experience with a metaverse gamification game platform and
game development skills are perform at the highest level. The
sample comprised 15 students at secondary school level 1 from
Ongkharak Demonstration School, Srinakharinwirot
University. Participants were recruited through multistage
randomization. The research tool was a game developer
assessment of learners using a realistic digital storytelling
learning experience with a metaverse gamification gaming
platform. The research results supporting the hypothesis were
found to be at the highest level (mean = 4.97, S.D. = 0.18).
Index Terms—Learning experience, immersive digital
storytelling, metaverse, gamification, game developer
competency
Jaruwan Karapakdee is with Educational Research Development and
Demonstration Institute, Srinakharinwirot University, Thailand.
Panita Wannapiroon is with King Mongkut's University of Technology
North Bangkok, Thailand.
*Correspondence: jaruwanka@g.swu.ac.th (J.K.)
Cite: Jaruwan Karapakdee* and Panita Wannapiroon, "Immersive Digital Storytelling Learning Experience with a Metaverse Gamification Game Platform to Enhance Game Developer Competency," International Journal of Information and Education Technology vol. 13, no. 6, pp. 890-898, 2023.
Copyright © 2023 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).