Transformative Metaverse Pedagogy for Intangible Heritage: A Gamified Platform for Learning Lanna Dance in Immersive Cultural Education

Abstract

This study explores the design of Metaverse technologies for preserving and teaching Lanna Dance, a traditional cultural heritage of Northern Thailand. It addresses the challenges of sustaining intangible cultural heritage by developing an immersive learning system that integrates motion capture, generative AI, and gamified virtual environments. Grounded in Situated Learning Theory and adaptive learning, the platform features four interactive zones, the Motion Showcase, Knowledge Exhibition, Video and AI Interaction, and Interactive Game Zone, offering learners multifaceted, context-rich experiences. Using a quasi-experimental design with 36 participants, the study evaluates learning outcomes, motivation, and user satisfaction. Results show significant improvements in knowledge acquisition and intrinsic motivation, along with high usability scores, indicating the effectiveness of immersive digital environments in enhancing cultural appreciation and skill development. The findings offer practical insights into Metaverse design for immersive cultural education, supporting educators, cultural institutions, and policymakers in developing scalable and engaging solutions for preserving intangible heritage through emerging technologies.

1. Introduction

Traditional dance is a fundamental component of intangible cultural heritage, embodying the identity, history, and values of a community. Lanna Dance, originating from Northern Thailand, is a rich and expressive form of cultural storytelling that has been passed down through generations. However, the transmission of such traditional dances faces increasing challenges due to globalization, shifting lifestyles, and declining interest among younger generations. As a result, there is a growing need for innovative approaches to preserving and promoting traditional dances in a manner that is both engaging and accessible to contemporary learners. The rapid advancement of digital technology has introduced new opportunities for cultural preservation, particularly through immersive technologies such as virtual reality (VR) and the Metaverse. The Metaverse—a shared virtual space that integrates VR, Augmented Reality (AR), and interactive digital environments—has the potential to revolutionize how traditional dance is taught and experienced. By creating an immersive, interactive, and engaging learning environment, the Metaverse allows learners to experience, practice, and appreciate Lanna Dance in a way that transcends geographical and physical barriers (Buragohain et al., 2024).

Lanna Dance is a traditional dance form from Northern Thailand, deeply embedded in the cultural identity and artistic heritage of the Lanna Kingdom (Lekuthai, 2008), which flourished between the 13th and 18th centuries (Penth, 1994). Characterized by its graceful, flowing movements, intricate hand gestures, and rhythmic synchronization with traditional music, Lanna Dance encapsulates the region’s history, spiritual beliefs, and communal traditions. These dances are often performed during religious ceremonies, festivals, and royal events, serving both as an artistic expression and a medium for storytelling. Each movement in Lanna Dance carries symbolic meaning, reflecting themes of nature, spirituality, and social harmony. The costumes, often intricately designed with gold-threaded silk and traditional headdresses, further enhance the cultural significance of the dance, visually representing the elegance and refinement of Lanna artistry. As an intangible cultural heritage, Lanna Dance is more than a performance art; it is a living tradition that connects past and present generations. However, the increasing modernization of society, coupled with the decline of traditional learning methods, poses significant threats to its survival. Without proactive efforts in preservation and education, the knowledge, skills, and cultural meanings embedded in Lanna Dance may fade over time (Sousa et al., 2023).

Despite various efforts to integrate digital technology into dance education and cultural preservation, existing research primarily focuses on Western classical dance forms or contemporary movement styles (Reshma et al., 2023). Limited studies explore how traditional Southeast Asian dances, particularly Lanna Dance, can be effectively adapted to Metaverse environments. Furthermore, while immersive technologies are widely recognized for their potential, there remains a lack of empirical evidence assessing their effectiveness in cultural learning, engagement, and skill acquisition (X. Zhang et al., 2022). Additionally, many existing Metaverse applications for cultural heritage (Buragohain et al., 2024; Oladokun et al., 2024) primarily focus on heritage objects such as antiques and historical architecture, rather than intangible cultural heritage, including performance arts and music. However, intangible cultural heritage relies heavily on emotional expression, which is a fundamental aspect of Lanna Dance. This research aims to bridge these gaps by examining both the learning outcomes and the visualization of performance art within a Metaverse-based Lanna Dance experience.

The primary objective of this study is to investigate the role of the Metaverse in preserving and promoting Lanna Dance as an intangible cultural heritage. Specifically, this research seeks to design a Metaverse-based learning environment for Lanna Dance, evaluate the immersive experience and user engagement within this environment, and assess the learning outcomes of users training in the Metaverse compared to those using traditional dance learning methods. To achieve these objectives, the study addresses the following research questions:

RQ1: How can Metaverse-based environments be designed to enhance the preservation, cultural appreciation, and retention of Lanna Dance?

RQ2: Do Metaverse-based environments improve learning outcomes in Lanna Dance education?

RQ3: Do Metaverse-based environments enhance learner motivation and engagement in Lanna Dance?

This research offers important benefits for cultural preservation and immersive education. In addressing RQ1, it provides a design model for Metaverse-based environments that support the digital preservation and cultural appreciation of Lanna Dance. For RQ2, the study shows that immersive learning can improve educational outcomes, offering a more effective approach than traditional methods. Through RQ3, it demonstrates that interactive Metaverse experiences enhance learner motivation and engagement, helping rekindle interest in traditional arts among modern audiences.

2. Related Work

2.1. Digital Preservation of Intangible Cultural Heritage

Digital technologies have significantly enhanced the preservation of intangible cultural heritage (ICH), addressing the challenge posed by its ephemeral and dynamic nature. Motion capture technologies have become particularly valuable for documenting complex traditional dance forms, capturing nuanced movements accurately for archival and educational purposes. For instance, the digitization of Joget, a traditional Malay folk dance, through motion capture has allowed researchers and cultural practitioners to preserve and analyze its distinctive movements in digital archives (Herrow & Azraai, 2021). Additionally, projects like Wholodance have established repositories of culturally diverse dance movements, promoting preservation and knowledge dissemination through interactive digital visualization (Aristidou et al., 2019).

However, effective digital preservation of intangible cultural heritage faces several challenges, including user engagement, cultural authenticity, and technological limitations. Recent studies have identified performance expectancy, hedonic motivation, and social influence as critical factors affecting user adoption of digital heritage resources (Ye et al., 2025). To enhance user engagement and emotional connection, researchers advocate incorporating emotional design and gamification elements into Extended Reality (XR) and digital heritage experiences (Lin et al., 2025). Addressing these factors through thoughtful technological and cultural integration is essential for creating effective, sustainable digital platforms that meaningfully preserve and communicate intangible cultural heritage to contemporary and future audiences (Archiwaranguprok et al., 2024; Skublewska-Paszkowska et al., 2022).

2.2. Immersive Technologies in Dance and Performing Arts

Immersive technologies such as virtual reality (VR), Augmented Reality (AR), motion capture, and Artificial Intelligence (AI) have revolutionized dance and performing arts, offering innovative avenues for creation, education, and audience engagement. In dance education, VR has facilitated the development of virtual studios where students can practice and receive real-time feedback remotely, democratizing access to quality instruction and allowing for personalized learning experiences. For instance, a VR dance training system utilizing motion capture technology enables students to imitate virtual instructors and receive immediate feedback on their movements, effectively enhancing skill acquisition and motivation (Chan et al., 2010). Additionally, the WAVE technique, developed by researchers at Aalto University, introduces a novel method for instructing dance choreography in VR by using wave-like movements to guide dancers, allowing them to anticipate and follow upcoming movements more effectively (Aalto University, 2024).

Motion capture technology plays a crucial role in documenting and analyzing dance movements, facilitating the preservation and study of various dance forms. By capturing dancers’ movements digitally, choreographers and educators can analyze and teach complex sequences with greater precision, thereby enhancing both performance and instructional methodologies (X. Liu, 2023). Furthermore, the integration of AI into dance has led to innovative choreographic processes. AI systems can generate novel dance sequences by analyzing existing movement data, offering choreographers new tools for creativity. For example, the AIST++ dataset and corresponding AI models have been developed to generate 3D dance motions conditioned on music, providing a fresh source of inspiration for choreographers (Li et al., 2021). Additionally, AI-assisted ideation and prototyping systems have been introduced to support choreographers in the creative process, enabling rapid generation and modification of dance sequences through interactive web-based interfaces (Y. Liu & Sra, 2024).

In performance art, the fusion of immersive technologies has resulted in groundbreaking productions that blend physical and digital elements. Choreographers are increasingly incorporating AI-driven virtual dancers and interactive systems into their works, creating dynamic interactions between performers and audiences. Projects like LuminAI allow participants to engage in collaborative movement improvisation with AI virtual dance partners, exploring new dimensions of human–computer interaction in dance (McRainey, 2024). Furthermore, VR has been utilized to create immersive performances that offer audiences multisensory experiences, transcending traditional performance boundaries. For example, the “Free ur head” project invites participants to partake in an impromptu, unrehearsed choreography using custom-developed real-time XR technology, fostering communal engagement through VR (La Biennale di Venezia, 2024). The integration of immersive technologies in dance and performing arts has also raised important considerations regarding the balance between technological innovation and the preservation of human artistry. While these technologies offer new tools for creativity and engagement, it is essential to ensure that they complement rather than replace the expressive nuances of human performance. As the field continues to evolve, ongoing dialog among technologists, artists, and educators will be crucial in navigating the ethical and artistic implications of these advancements.

2.3. Metaverse Applications in Education and Cultural Contexts

The Metaverse, a virtual collective space integrating virtual and physical realities through technologies such as VR, AR, and XR, has significantly transformed educational practices by providing immersive and interactive learning environments. In contemporary educational settings, the Metaverse enables students to participate in virtual field trips, perform intricate scientific experiments safely, and collaborate in real time across global distances. For example, virtual laboratories created within Metaverse platforms allow students to explore scientific phenomena interactively, thus enhancing their practical skills beyond traditional classroom limitations (Pradana & Elisa, 2023; Zhao et al., 2025). Recent studies have emphasized that immersive Metaverse experiences can cater to diverse learning styles, improve student motivation, and significantly enhance the retention of complex concepts through experiential learning methodologies (Kye et al., 2021; Mystakidis, 2022).

Beyond conventional education, the Metaverse plays a crucial role in cultural heritage preservation and dissemination by digitally reconstructing historical sites, artifacts, and intangible cultural heritage. Virtual reconstructions have enabled global audiences to explore heritage sites that are physically inaccessible due to geographical or conservation restrictions, fostering greater global awareness and cultural appreciation (Anwar et al., 2025; Buragohain et al., 2024). Initiatives such as UNESCO’s “Dive into Heritage” project leverage Metaverse technologies to digitally represent World Heritage Sites and intangible cultural practices, thereby safeguarding them for future generations while providing engaging educational experiences (UNESCO World Heritage Centre, 2024). Similarly, immersive VR applications have been utilized to preserve and promote traditional arts and rituals, allowing users to experience intangible cultural heritage interactively and authentically (Christopoulos et al., 2024; Innocente et al., 2024).

Despite these opportunities, adopting Metaverse technologies in educational and cultural contexts poses challenges, including technological accessibility, digital equity, and maintaining the authenticity of virtual representations. Concerns regarding equitable access to required hardware and high-speed internet remain significant barriers to widespread adoption (Chamola et al., 2025; Ibáñez & Delgado-Kloos, 2018). Additionally, ensuring the cultural and historical accuracy of virtual reconstructions demands rigorous interdisciplinary collaboration among educators, historians, and technologists (Nie et al., 2022). To address these challenges, researchers advocate developing standardized frameworks and guidelines to ensure ethical implementation, technological interoperability, and culturally sensitive representations within Metaverse platforms. Ongoing collaborative efforts are necessary to fully realize the transformative potential of the Metaverse for education and cultural preservation (Jim et al., 2023; Innocente et al., 2024; Q. Wang et al., 2023).

While immersive technologies and Metaverse platforms have gained attention in education and cultural heritage, most studies focus on tangible heritage or general learning applications. Limited research addresses how performance-based intangible heritage such as traditional dance can be effectively preserved and taught in immersive environments. Few studies explore the integration of motion capture, AI, and interactive design to enhance cultural appreciation, motivation, and skill acquisition, especially in underrepresented contexts such as Southeast Asian intangible cultural heritage education.

3. Metaverse Design and Implementation

3.1. Digitalization of Lanna Dance

The first step in designing the Metaverse was the digitalization of Lanna Dance, which is essential for its preservation and global accessibility, ensuring that this intangible cultural heritage continues to thrive in the digital era. As a traditional performing art of Northern Thailand, Lanna Dance embodies deep-rooted cultural, historical, and spiritual meanings. Its intricate hand gestures, rhythmic movements, and symbolic expressions play a significant role in storytelling. The digitalization of Lanna Dance consists of motion capturing and virtual reality technologies, which provide innovative solutions to safeguard and promote its continued transmission, contributing to the development of the Metaverse for Lanna Dance.

3.1.1. Lanna Dance

Lanna Dance is a highly expressive and symbolic form of traditional Thai dance, originating from the Lanna Kingdom of Northern Thailand (Damrhung & Skar, 2023). It is deeply influenced by Buddhist beliefs, folklore, and nature, with each movement carrying spiritual and cultural significance. The dance is commonly performed at temple ceremonies, royal events, and festive celebrations, serving both as a form of artistic expression and as a means of preserving historical narratives (Binson-Sumrongthong, 2009; Lekuthai, 2008). Unlike other regional Thai dances, Lanna Dance emphasizes fluid and delicate hand gestures, slow and graceful movements, and dramatic facial expressions, all of which play a crucial role in conveying emotions and storytelling.

Lanna Dance can be categorized into three main groups based on performance style and cultural function. The first category, Equipment Dancing, incorporates props such as candles, fans, umbrellas, and scarves to enhance visual storytelling and symbolic expression. The second category, Without-Equipment Dancing, relies entirely on body movements, focusing on precise hand gestures, postural control, and rhythmic coordination to convey meaning. The third category, Lanna Royal Dancing, is traditionally associated with court performances and formal ceremonies, characterized by highly structured choreography, elaborate costumes, and refined esthetics. Historically performed in royal palaces and sacred events, this form of Lanna Dance symbolizes grandeur, sophistication, and cultural prestige. Each of these categories contributes to the rich and diverse heritage of Lanna Dance, which is now being explored for visualization and preservation in the Metaverse.

3.1.2. Motion Capturing

Motion capturing plays a fundamental role in the digitalization and visualization of Lanna Dance within the Metaverse, enabling the precise recording and replication of its complex movements. Lanna Dance, a traditional performance art of Northern Thailand, includes diverse styles rooted in spiritual, ceremonial, and communal practices. Within this broader tradition, “Fon Lanna” refers to a specific subgenre characterized by graceful hand gestures, slow rhythmic movements, and symbolic expression, exemplified by styles such as Fon Leb (fingernail dance), Fon Thien (candle dance), and Fon Ngiew. These forms demand precise control over intricate finger and wrist movements, subtle facial expressions, and fluid body coordination, making them particularly challenging to preserve. Given the complexity of these movements, advanced motion capture technology is necessary to faithfully translate the dance into a virtual environment, maintaining both its artistic integrity and cultural authenticity.

To achieve high-fidelity motion tracking, Rokoko motion capture technology was employed to capture the dynamic and expressive nature of Lanna Dance. Rokoko’s SmartSuit Pro and SmartGloves provide full-body and hand-tracking capabilities, allowing the accurate digitization of a dancer’s postures, gestures, and nuanced expressions. The SmartGloves, in particular, enable precise tracking of delicate hand movements, which are essential in Fon Lanna performances. Furthermore, Rokoko’s inertial motion capture system allows real-time data collection without requiring a dedicated studio setup, making it more flexible and efficient for digital preservation efforts. The captured data is then processed and applied to 3D avatars in the Metaverse, ensuring that every movement and artistic detail is accurately reflected in the virtual space.

By integrating Rokoko motion capture, Lanna Dance can be effectively preserved and visualized in an immersive Metaverse environment, providing learners, researchers, and cultural practitioners with a realistic and interactive experience. Collaborative efforts with experts from the Chiang Mai College of Dramatic Arts were crucial in ensuring the accuracy of the motion capture process, with professional dancers performing traditional movements to be recorded. Additionally, researchers from Chiang Mai University contributed to accurately archiving the captured data and developing detailed metadata for further academic and digital preservation purposes. The integration of Rokoko motion capture technology with expert Lanna dancers is demonstrated in Figure 1, showcasing how the digitalization process enhances the preservation and dissemination of Lanna Dance within the Metaverse.

3.2. Theoretical Framework

The development of a Metaverse-based Lanna Dance learning system is grounded in key theoretical perspectives that ensure effective learning, immersive engagement, and interactive design. This framework is structured around three core foundations: learning theories, which inform how users acquire skills and knowledge; presence and embodiment theories, which enhance the sense of immersion; and interaction design principles, which optimize engagement and usability in a virtual environment.

3.2.1. Theoretical Foundations for Learning

The Metaverse-based Lanna Dance learning system is designed based on Situated Learning Theory (Cobb & Bowers, 1999) and adaptive learning (Kabudi et al., 2021). Situated Learning Theory has been widely implemented in Metaverse environments to enhance experiential and contextualized learning (Bangor et al., 2009; Chang & Hwang, 2024). It posits that knowledge acquisition is most effective when embedded within an authentic cultural and social context. Traditionally, Lanna Dance has been transmitted through community-based learning, where students develop proficiency by observing, imitating, and receiving structured feedback from experienced practitioners. The Metaverse serves as a digital extension of this traditional learning model, replicating historically and culturally significant settings in a virtual environment to provide learners with an immersive and contextually relevant experience. Through interactive feedback mechanisms and collaborative engagement with virtual instructors and peers, learners can refine their skills in a manner that mirrors traditional modes of cultural transmission, reinforcing the authenticity and depth of cultural learning.

In addition to adaptive learning, the system leverages AI-driven feedback and conversational interactions to personalize the learning experience (Chheang et al., 2024; Chugh et al., 2025). AI-powered virtual assistants analyze user performance, provide real-time corrections, and offer tailored guidance based on individual learning progress. Through AI-driven adaptive learning pathways, learners receive context-specific feedback, enhancing their understanding of Lanna Dance techniques, rhythm, and cultural expressions. This dynamic and responsive learning system enables personalized learning experiences, ensuring that students progress at their own pace while maintaining engagement and motivation. By situating learning within a digitally enriched and culturally meaningful environment, this approach fosters both technical skill development and a deeper appreciation of Lanna Dance as an intangible cultural heritage, reinforcing the foundational principles of Situated Learning Theory and adaptive learning.

3.2.2. Theoretical Foundations for Presence and Engagement

A critical factor in Metaverse-based dance education is the sense of presence, which directly influences learner immersion, engagement, and skill acquisition. Presence refers to the extent to which users feel that they are inside the virtual environment, experiencing it as if it were a real-world setting. According to Slater and Wilbur’s model of presence (Slater & Wilbur, 1997), this is achieved through spatial presence (feeling inside the virtual world), social presence (perceiving AI instructors or avatars as real), and self-presence (feeling connected to one’s virtual representation). These aspects have been widely explored in Metaverse studies (Oh et al., 2022; G. Zhang et al., 2022). To enhance the sense of presence in the Metaverse, the system incorporates realistic virtual environments, motion-tracked avatars, and generative AI for virtual guidance integration. Additionally, adaptive learning pathways provide personalized instruction, enabling learners to progress at their own pace while maintaining a high level of interactivity and realism.

To maximize engagement, the system integrates interaction design principles that enhance learning effectiveness, usability, and motivation. The concept of gamification in the Metaverse (Karapakdee & Wannapiroon, 2023; Thomas et al., 2023) is employed to improve performance-based rewards, creating an engaging learning experience that encourages users to continuously refine their knowledge of dance. Additionally, minigames have been developed to allow learners to test their rhythm, accuracy, and coordination in an interactive and enjoyable way. The Metaverse environment also integrates generative AI-based interactive conversations (Jauhiainen, 2024; Y. Wang et al., 2024), enabling learners to engage in dynamic dialog, ask questions, and receive contextualized guidance. This AI-powered system provides instant corrections and reinforcement, fostering continuous skill development. By integrating immersive learning experiences with gamification strategies and AI-driven engagement tools, this approach is designed to ensure that learners remain actively involved, motivated, and consistently improve their execution of Lanna Dance.

3.2.3. Conceptual Framework

The conceptual framework for the Metaverse-based Lanna Dance learning system integrates cultural heritage with immersive digital learning technologies, as illustrated in Figure 2. The inputs include Lanna Dance cultural knowledge, participant characteristics, and Metaverse technologies (VR, AI, and motion capture), with gamification elements enhancing motivation and engagement. The processes are guided by Situated Learning Theory and adaptive learning, ensuring authentic, immersive, and personalized learning experiences. Motivation is shaped by perceived competence, interest, and effort, leading to intrinsic motivation, while engagement is reinforced through focused attention, perceived usability, esthetic appeal, and rewards. The outputs include knowledge acquisition, enhanced intrinsic motivation, presence, and engagement, all contributing to cultural appreciation and retention. By leveraging Metaverse technologies, AI-driven feedback, and gamification strategies, this framework provides an immersive learning environment that effectively preserves and transmits intangible cultural heritage.

3.3. Technical and Metaverse Design Implementation

The technical implementation of the Metaverse-based Lanna Dance learning system involves the integration of structured platform architecture and a Metaverse design environment. The system is designed to provide an immersive, interactive, and culturally authentic experience in a digital space. To achieve this, the implementation is divided into two key components: platform architecture and visualization techniques.

3.3.1. Platform Architecture

We designed the platform architecture of the Metaverse-based Lanna Dance learning system, which consists of three main components: the Lanna Dance Dataset, the AI Knowledge Repository, and the 3D Visualization Environment, as shown in Figure 3. Each component plays a critical role in preserving, analyzing, and delivering Lanna Dance performances in digital format for learners using VR equipment.

The Lanna Dance Dataset serves as the foundation of the system, capturing motion data from various Lanna Dance styles, including Lanna Royal Dance, Equipment Dance, and Without-Equipment Dance. This data is collected using motion capture technology and stored in a MySQL database version 8.2, allowing for precise movement replication and analysis. The AI Knowledge Repository supports the cultural and historical aspects of Lanna Dance, integrating metadata, historical records, video, and sound data. This repository has been trained as the background knowledge base for generative AI, enabling the development of AI-powered virtual assistants based on ChatGPT 4o. These assistants allow users to ask questions, retrieve historical context, and receive guided explanations within the Metaverse.

The 3D Visualization Environment is powered by Unity rendering engines version 2023.1.1f1, which generate real-time animations of Lanna Dance performances. The motion-captured dance data is mapped onto a 3D dancer avatar, which can be viewed and interacted with through VR equipment of meta quest 3. This environment ensures an immersive and interactive learning experience, where users can observe dance movements from different perspectives, practice choreography in real time, and receive AI-generated feedback. The integration of these three components provides a comprehensive and culturally authentic representation of Lanna Dance, allowing learners to engage in a fully immersive digital dance experience.

3.3.2. Metaverse Design Environment

The Metaverse design environment for the Lanna Dance learning system is structured to provide an immersive, interactive, and culturally authentic digital space where users can explore, learn, and engage with Lanna traditional dance. The environment is divided into four key zones, each designed to facilitate different aspects of dance education and cultural preservation, as shown in Figure 4. The layout of each zone represents distinct objectives and user interactions, allowing seamless navigation between historical, educational, and interactive experiences. This design enhances user engagement and learning effectiveness, as presented in

Table 1. Overview of each zone in the Metaverse.

Zone Name	Objective	User Interaction
Motion Showcase Zone (Yellow Zone)	To present real-time 3D motion capture performances, allowing users to observe and analyze Lanna traditional dance movements.	Users can view motion-captured 3D animations of professional dancers and study their postures and techniques from different perspectives.
Knowledge Exhibition Zone (Green Zone)	To provide historical and cultural insights into Lanna Dance through interactive educational content.	Users can explore exhibits on the history of Lanna Dance, access digital archives, read historical texts, and interact with multimedia resources.
Video and AI Interaction Zone (Purple Zone)	To offer a curated video library and AI-driven learning assistance for Lanna Dance education.	Users can watch instructional videos and recorded performances, while AI assistants provide contextual explanations and real-time responses.
Interactive Game Zone (Red Zone)	To improve motivation and engagement in active dance learning through gamification and interactive challenges.	Users can participate in dance-based minigames, engage with gamification modules, and enjoy interactive learning experiences while acquiring knowledge about Lanna Dance.

.

4. Research Methodology

This study employs a quasi-experimental design within the context of Metaverse-based learning environments (X. Huang et al., 2023; Xi et al., 2022) to evaluate the effectiveness of Metaverse-based learning in Lanna Dance education. The research focuses on assessing knowledge acquisition, user engagement, and motivation using a single-group pre-test and post-test design. Participants engage in immersive dance training through virtual environments, AI-driven feedback, and gamification, with learning outcomes measured before and after the training session to determine its effectiveness.

4.1. Participants

The study was conducted with university students from the Faculty of Humanities, Chiang Mai University, recruited via social media of Facebook. A sample size of 36 participants (16 males and 20 females) was used. Participants’ ages ranged from 20 to 26 years old (mean age = 22.3). Selection criteria included individuals with no or minimal prior experience in Lanna Dance, no history of motion sickness, and a willingness to train using VR technology. Participants engaged in virtual dance learning, incorporating AI-driven feedback and gamification, while pre-test and post-test assessments measured knowledge acquisition, engagement, and motivation to evaluate the impact of the Metaverse-based learning system.

4.2. Data Collection and Analysis

To evaluate and collect data from participants, both quantitative and qualitative methods were employed. For the quantitative data, knowledge acquisition was measured using pre-test and post-test assessments, while motivation levels were evaluated through the Intrinsic Motivation Inventory (IMI) (Arayaphan et al., 2022), and user satisfaction with the Metaverse-based learning platform was assessed using the System Usability Scale (SUS) (Brooke, 1996; Kim et al., 2024), which measures ease of use, efficiency, and overall satisfaction. Both questionnaires are shown in Appendix A and Appendix B. The data was analyzed using IBM SPSS Statistics version 27. Paired-sample t-tests were used to compare pre- and post-test scores, and Cohen’s d was calculated to determine effect sizes. Descriptive statistics were applied to summarize learning outcomes, motivation levels, and system usability. For qualitative analysis, open-ended questionnaires were distributed via Google Forms following the experimental session to collect participant feedback, as shown in Appendix C. Thematic analysis was applied to categorize responses, offering deeper insights into user experience, cultural engagement, and suggestions for system improvement.

4.3. Research Procedure

The study was conducted over a one-week period at the Digital Humanities Lab, Faculty of Humanities, Chiang Mai University, as shown in Figure 5. The experimental process followed a three-phase structure: pre test, experiment session, and post test, using a single-group evaluation of the Metaverse-based learning system. During the pre-test phase, participants completed a 15 min knowledge assessment on Lanna Dance history and techniques, along with the IMI to assess baseline motivation levels, and the SUS to evaluate initial perceptions of platform usability. In the experiment session, participants engaged in a structured virtual learning experience, incorporating AI-driven feedback, motion-tracked dance demonstrations, and gamified learning modules for 30–60 min, with the system tracking performance, corrections received, and interaction time. In the post-test phase, participants retook the knowledge assessment and dance performance evaluation and completed the IMI to measure changes in motivation and the SUS questionnaire to assess satisfaction with the Metaverse-based learning platform. Statistical analyses compared pre-test and post-test results to evaluate the effectiveness of the Metaverse-based learning system in enhancing knowledge acquisition, motivation, and usability perception.

5. Results

5.1. Result of Metaverse Design Platform

The Metaverse-based learning platform for Lanna Dance was developed to provide an immersive, interactive, and culturally enriched learning environment. As illustrated in Figure 6, which shows the Motion Showcase Zone and Knowledge Exhibition Zone, the system features multiple virtual areas, each designed to support different aspects of dance education and user engagement. Users can freely select the type of Lanna Dance, triggering an interactive 3D dancer that performs movements based on motion capture data. This allows detailed observation and imitation of traditional gestures and techniques. Additionally, the Knowledge Exhibition Zone presents fundamental history and cultural insights about Lanna Dance, resembling the experience of a museum exhibition to support knowledge acquisition.

Figure 7 also presents the Video and AI Interaction Zone, where users can explore historical and cultural information related to Lanna Dance through digital panels and multimedia content. A virtual assistant, powered by generative AI, facilitates interactive conversations to answer user questions and provide contextual explanations, enriching the learning process. In the Interactive Game Zone, learners engage in rhythm-based minigames designed to enhance coordination, timing, and motivation through gamified mechanics. Overall, the design integrates educational content, real-time feedback, and playful interaction to foster deep cultural appreciation and skill acquisition within a fully immersive virtual environment.

5.2. Result of Knowledge Acquisition, IMI, and Metaverse Platform Satisfaction Questionnaires

The results of the knowledge acquisition questionnaire among participants using the Metaverse-based learning system are shown in

Table 2. Results of paired-sample t-test of pre-test and post-test knowledge acquisition.

Group	N	Pre-Test (SD)	Post-Test (SD)	Mean Difference	Sig (2-Tailed)	Cohen’s d
Metaverse-based learning system	30	5.50 (2.33)	15.86 (3.80)	−10.366	<0.001	−1.857

. Before conducting the paired-sample t-test, the normality of the data was assessed using the Shapiro–Wilk test, confirming that the pre-test and post-test scores followed a normal distribution (p > 0.05). The results of the paired-sample t-test for knowledge acquisition demonstrate a substantial increase in participants’ understanding of Lanna Dance, with the mean pre-test score (M = 5.50, SD = 2.33) rising to a higher post-test score (M = 15.86, SD = 3.80). The mean difference of −10.366 was statistically significant (p < 0.001), with a large effect size (Cohen’s d = −1.857), confirming the effectiveness of the Metaverse-based learning environment in enhancing knowledge acquisition.

Similarly, the Intrinsic Motivation Inventory results, as shown in

Table 3. Results of paired-sample t-test between each dimension of IMI questionnaire.

IMI Questionnaires	N	Pre-Survey (SD)	Post-Survey (SD)	Mean Difference	Sig (2-Tailed)	Cohen’s d
Perceived Competence	30	3.16	3.83	−0.666	<0.001	−0.291
Interest	30	3.20	3.76	−0.566	0.001	−0.234
Effort	30	3.26	3.66	−0.400	0.031	−0.037

, reveal improvements in motivation across three key dimensions: perceived competence, interest, and effort. A Shapiro–Wilk test was conducted to check the normality of the data, confirming that the assumption of normality was met for all dimensions (p > 0.05). Using a paired-sample t-test, the analysis demonstrated significant increases in participants’ motivation. Perceived competence improved from a pre-survey mean of 3.16 to a post-survey mean of 3.83 (p < 0.001, Cohen’s d = −0.291), indicating an enhancement in learners’ confidence in their ability to perform Lanna Dance. Interest scores significantly increased from 3.20 to 3.76 (p = 0.001, Cohen’s d = −0.234), reflecting greater enthusiasm for learning. Additionally, effort scores rose from 3.26 to 3.66 (p = 0.031, Cohen’s d = −0.037), demonstrating an increase in participants’ commitment and persistence in learning, enhancing intrinsic motivation across all measured dimensions.

The results for Metaverse platform satisfaction, measured by the SUS questionnaires, revealed a strong level of user satisfaction, with an average SUS score of 77. As illustrated in Figure 8, this score falls within the “Acceptable” range and corresponds to a Grade C, which aligns with the “Good” category on the adjective rating scale (Aristidou et al., 2019; Brooke, 1996; H. Huang & Lee, 2019). This indicates that participants generally perceived the platform as usable, functional, and effective for learning traditional Lanna Dance. Positioned just below the threshold for “Excellent,” the SUS score of 77 suggests that while the platform was well-received, there remains room for minor improvements in usability to further enhance the overall user experience.

5.3. Result of Data Statistic Metaverse Platform

Figure 9 presents the data statistics of participant activity within each zone of the Metaverse-based learning platform for Lanna Dance. The graph illustrates individual usage patterns across the four designated zones: Motion Showcase Zone, Knowledge Exhibition Zone, Video and AI Interaction Zone, and Interactive Game Zone. Each participant (N = 30) demonstrated varying interaction behaviors, with the Interactive Game Zone consistently recording the highest engagement time, while the Knowledge Exhibition Zone showed the lowest.

Participants spent the most time in the Interactive Game Zone (M = 15.3 min), reflecting the strong appeal of gamified learning for maintaining attention and motivation. The Motion Showcase Zone followed with an average of 9.9 min, suggesting that real-time motion-captured performances were effective in sustaining interest. The Video and AI Interaction Zone recorded an average of 8.4 min, indicating the usefulness of conversational AI and multimedia content in supporting knowledge retention. The Knowledge Exhibition Zone had the lowest average time at 5.4 min, suggesting that static content was less engaging than interactive components.

5.4. Result of Open-End Questionnaire

The qualitative responses from participants provided valuable insights into their interaction with the Metaverse-based Lanna Dance platform. Thematic analysis was applied to categorize the feedback into three key areas: user experience, cultural appreciation, and system improvement. Overall, participants described the platform as immersive, engaging, and innovative, highlighting both strengths and areas for improvement that offer meaningful input for refining the Metaverse design system in the context of cultural heritage preservation.

In terms of user experience, 63% of the feedback was positive. Participants highlighted that the Metaverse platform offered a variety of freely accessible activities, realistic animation of the virtual dancer, engaging exercise-based minigames, and the ease of acquiring cultural knowledge through interactive exploration. One participant shared, “I felt that the virtual dancing movements were smooth and accurate.” Another remarked, “The minigames were fun and helped me gain knowledge without feeling bored.” A third noted, “I liked how I could ask the AI about the meaning of a dance move and get a quick answer—it worked well.” However, some participants reported minor issues. One stated, “I experienced a bit of motion sickness after using it for a while, and sometimes the character would sink into the floor.” These reflections emphasize the platform’s strengths in engagement and realism, while also pointing to areas for improvement in usability and system stability. In summary, the key positive aspects of the user experience were the variety of available activities, the realistic animation of the virtual dancer, and the inclusion of fun, relaxing minigames.

Regarding the sense of cultural appreciation, 77% of participants reported that their experience with the Metaverse-based Lanna Dance platform helped them better understand and connect with the cultural and historical context of Lanna Dance. The immersive environment, including traditional settings, symbolic dance movements, and AI-guided explanations, enhanced their awareness and respect for intangible cultural heritage. However, participants also suggested several areas for system improvement. Most commonly, users mentioned minor bugs such as occasional interface challenges, including inaccurate object clicking and environmental glitches. Additionally, several participants recommended enhancing the AI assistant’s functionality by allowing users to ask questions through voice commands rather than typing. Some also suggested integrating more culturally meaningful activities, such as worshiping or offering blessings to a Buddha statue, and expanding the variety of interactive experiences beyond the current zones. These insights offer valuable direction for improving both usability and cultural depth in future iterations of the platform.

6. Discussion

6.1. Metaverse Design for Learning and Cultural Preservation

This study investigated how Metaverse-based environments can be designed to support the learning and preservation of Lanna Dance, addressing RQ1 and RQ2. Quantitative findings revealed a statistically significant improvement in participants’ knowledge acquisition (p < 0.001) indicating that immersive digital learning can effectively enhance the understanding of intangible cultural heritage. The structured Metaverse platform featuring zones for motion demonstration, knowledge exhibition, interactive AI, and gamified experiences created a rich contextual environment that mirrored traditional learning settings through digital means. Qualitative results further supported this finding, with participants describing the system as immersive and culturally enriching. Users appreciated the ability to observe traditional gestures in real time, ask questions to an AI assistant, and engage with historical content interactively. These features contributed to a greater sense of cultural appreciation and a deeper connection with the historical and symbolic elements of Lanna Dance.

The findings of this study are consistent with prior research that demonstrates the value of immersive technologies in promoting cultural learning and heritage preservation. Christopoulos et al. (2024) and Sangamuang et al. (2025) found that immersive VR significantly improved knowledge acquisition and cultural appreciation among adolescents. Similarly, Papadopoulou et al. (2024) emphasized the role of immersive storytelling in fostering emotional and cognitive engagement with cultural content, a benefit echoed by participants in this research who described the Metaverse-based environment as immersive, culturally meaningful, and easy to navigate. Moreover, the integration of interactive components such as gamification and AI-driven feedback in this study complements findings in Herdiawan et al. (2023), which noted that folklore-based VR media enhanced classroom engagement and sustained learner interest. While much of the existing literature focuses on architectural or narrative heritage, this study uniquely extends the application of Metaverse technologies to performance-based intangible heritage specifically traditional dance by combining motion capture, adaptive learning pathways, and culturally authentic design.

6.2. Interactive Design for Motivation and Engagement

This study also explored how interaction design within the Metaverse-based platform influences learner motivation and engagement, addressing RQ3. Quantitative findings from the Intrinsic Motivation Inventory revealed statistically significant improvements in perceived competence (p < 0.001), interest (p = 0.001), and effort (p = 0.031), suggesting that the immersive environment fostered intrinsic motivation across multiple dimensions. Platform usage data also showed high levels of engagement across the various activity zones. The gamified structure—including rhythm-based minigames, performance feedback, and achievement rewards—played a key role in maintaining learner interest and encouraging continuous participation. The integration of an AI-driven virtual assistant provided personalized, responsive feedback, allowing learners to ask questions and receive guidance in real time, which further contributed to sustained engagement. Qualitative feedback reinforced these results, with participants describing the minigames as enjoyable and the AI interactions as helpful and motivating. A key factor contributing to high motivation and engagement was the gameful experience and variety of activities available in the Metaverse.

Consistent with prior research, these results align with findings that immersive and interactive elements are central to learner engagement in virtual environments (Park & Kim, 2022; Thomas et al., 2023). Studies have shown that gamification mechanics and adaptive AI feedback can significantly increase user motivation and attention span during digital learning experiences (Tsappi et al., 2024). While earlier works often applied these methods to general education or virtual museum tours, this study demonstrates their effectiveness in a performance-based, culturally sensitive learning context. By carefully blending interactive design principles with culturally meaningful content, the platform offers a compelling model for engaging learners in the preservation of intangible cultural heritage. Moreover, the integration of real-time feedback, user-controlled navigation, and experiential learning tools provides a learner-centered approach that enhances both engagement and motivation. These findings underscore the importance of thoughtful interaction design in developing immersive educational environments that are both enjoyable and pedagogically effective.

6.3. Practical Implications

The outcomes of this study offer practical implications for cultural heritage preservation, immersive education, and interaction design. The successful implementation of a Metaverse-based learning system demonstrates how traditional performing arts, such as Lanna Dance, can be effectively preserved and taught through digital platforms. Cultural institutions and educators can adopt similar approaches to expand access to intangible heritage and engage modern learners. The integration of motion-captured performances, AI-driven feedback, and culturally contextual environments creates a scalable and authentic learning experience. Additionally, the use of gamification and adaptive learning pathways enhances motivation and engagement, indicating broader applicability in other cultural or skills-based learning contexts. By simulating traditional learning settings in a virtual space, the system also supports inclusive access for users lacking direct exposure to cultural expertise, reinforcing the value of immersive and context-rich digital education.

6.4. Limitations and Future Work

This study demonstrates the potential of Metaverse-based environments for preserving and teaching traditional dance; however, several limitations should be addressed in future work. The participant sample was relatively small and homogeneous, consisting of university students from a single academic discipline. This limits the generalizability of the findings to broader populations. Future studies should engage more diverse participant groups across age ranges, cultural backgrounds, and educational contexts to better understand the platform’s accessibility and effectiveness in different settings. While the system successfully integrated motion capture, AI feedback, and gamified learning, participants reported occasional technical issues such as motion sickness, glitches, and interface inconsistencies. Addressing these usability challenges through improved avatar interactions, system stability, and customizable VR settings will be essential to enhance the overall user experience and platform scalability. Additionally, although gender distribution was recorded, no gender-based analysis was conducted in relation to learning outcomes, motivation, or user engagement. Future research should explore gender-related differences to determine whether immersive platforms affect male and female learners differently in terms of perception, persistence, and cultural appreciation.

Furthermore, the current research focused primarily on short-term outcomes, such as immediate knowledge gains and motivation following a single learning session. Future research should adopt longitudinal approaches to explore long-term knowledge retention, cultural appreciation, and skill development over time. Additionally, the platform’s single-user design could be extended to support collaborative learning and multi-user interaction, enabling more dynamic social engagement and community-based cultural experiences. Expanding the content to include other forms of intangible cultural heritage such as music, oral traditions, and rituals could further enrich the learning ecosystem and broaden its cultural relevance. In doing so, close collaboration with cultural practitioners and heritage experts will be vital to ensure authenticity, respect, and contextual accuracy in digital representations.

7. Conclusions

This study demonstrates the potential of Metaverse technologies to preserve and revitalize intangible cultural heritage, using Lanna Dance as a case study. By integrating motion capture, generative AI, and gamified learning into a structured immersive environment, the platform significantly enhanced participants’ knowledge acquisition, intrinsic motivation, and user engagement. Its design—featuring four interactive zones—offered a multifaceted learning experience that addressed both educational and cultural objectives. Grounded in Situated Learning Theory and adaptive learning, the system illustrates how emerging technologies can support culturally rich, learner-centered instruction in digital heritage contexts.

While the study presents promising outcomes, it also marks the beginning of a broader research and development trajectory. The single-user structure, short-term assessment window, and lack of long-term analysis highlight key areas for future investigation. Expanding the platform to support collaborative, multi-user interactions, incorporating additional forms of intangible heritage, and conducting longitudinal studies could enhance its scalability, accessibility, and cultural relevance. As educators, designers, and cultural institutions seek innovative ways to engage learners with traditional arts, this research offers a foundational model for developing immersive and adaptive heritage learning environments that bridge cultural continuity and digital innovation.