This study examines the integration of the metaverse platform Spatial into university Japanese courses, with the aim of exploring how a 3D virtual environment can support self-directed learning (SDL) and self-regulated learning (SRL) in autonomous Japanese language projects. While recent developments in AI and metaverse technologies have highlighted the motivational potential of immersive learning environments, empirical research on their use in foreign language education—particularly in Japanese self-directed learning contexts—remains limited. This study therefore seeks to clarify how Spatial mediates learners’ task engagement, learning processes, and perceived outcomes when used as a core space for language and culture-oriented projects.
Over three academic years (2022–2024), Spatial was embedded into end-of-semester autonomous learning activities in basic Japanese and first-year conversation courses at a private university, involving task types such as travel photo narration, favorite song introduction, and teaching-material development for rural education. In these tasks, students were required to construct and present content in Japanese, design 3D exhibition spaces, and interact with peers within Spatial’s virtual environment. The study adopted a practice-oriented mixed-methods design and collected data from 84 university learners of Japanese, including post-activity Likert-scale questionnaires, group self-evaluation sheets, student artifacts in Spatial, peer feedback, reflective comments, and teacher observation notes.
Quantitative results indicate that learners reported high levels of interest, willingness to participate in similar activities, and positive evaluations of collaboration, with mean scores above the scale midpoint for motivation and engagement items. Teacher assessment further suggested that students reached an upper-intermediate level in Japanese accuracy, fluency, content organization, and cultural explanation in their project outputs, while learners also perceived noticeable growth in their digital skills. Qualitative analyses revealed rich evidence of SDL and SRL processes: students described setting personal goals, searching and selecting resources, planning and adjusting timelines, monitoring progress, and revising their work based on feedback. At the same time, many participants reported challenges related to platform complexity, time-consuming space construction, and divided attention between linguistic content and technical design, pointing to increased cognitive and technical load.
Overall, the findings suggest that the educational value of Spatial for self-directed Japanese learning lies not merely in its novelty, but in the interplay among immersive affordances, task design, and structured pedagogical scaffolding. When technological demands and workload are carefully calibrated and learners are provided with clear operational guidance and reflective supports, metaverse platforms such as Spatial can serve as effective environments for integrating language proficiency, cultural understanding, and digital literacy in higher education.
