Socially Immersive Virtual Spaces and Student Well-Being: Insights into Mental Health, Belonging, and Social Connectedness in a Metaverse
2025 2nd International Conference on Artificial Intelligence and Teacher Education (ICAITE), (2025), pp. 143-149
Manuel B. Garcia
a
,
Michael Agyemang Adarkwah
b
,
Ahmed Tlili
c
,
Don Eliseo Lucero-Prisno
d
,
Mohamed Mustaf Ahmed
e
,
Precious S. Garcia
f
a Educational Innovation and Technology Hub, FEU Institute of Technology, Manila, Philippines
b Institute for Education and Culture, Friedrich Schiller University, Jena, Germany
c Smart Learning Institute, Beijing Normal University, Beijing, China
d Faculty of Public Health and Policy, London School of Hygiene and Tropical Medicine, London, England
e Faculty of Medicine and Health Sciences, SIMAD University, Mogadishu, Somalia
f College of Nursing, Jose Rizal University, Mandaluyong City, Philippines
Abstract: As higher education increasingly adopts hybrid learning models, understanding the role of digital environments in supporting student well-being has become essential. While prior studies have examined the clinical and instructional applications of the metaverse, little attention has been given to its informal, socially immersive uses. This study explores how voluntary participation in a beach-themed, off-campus metaverse environment relates to students' perceived stress, mental health, social connectedness, and academic belonging. Using a quantitative observational design, data were collected from validated psychological scales and behavioral engagement metrics. Correlational analyses revealed that greater time spent in the metaverse was significantly associated with lower perceived stress and higher social connectedness. Multiple regression indicated that recurring peer interactions and event attendance were significant predictors of academic belonging, while time spent alone was not. ANOVA results showed that students with higher levels of metaverse engagement reported significantly greater perceived social support, with a trend toward lower psychological distress. These findings highlight the psychosocial value of informal metaverse spaces. When designed to support peer interaction and voluntary participation, such environments can serve as digital third places that promote emotional resilience, connection, and belonging in hybrid academic settings. Overall, this study extends the current literature by foregrounding the affective and social affordances of metaverse environments beyond structured therapeutic or instructional contexts.