Abstract: Immersive technologies have generated significant interest across various academic disciplines. The necessity for more authentic, interactive, and immersive artificial environments led to the growing popularity of the metaverse. Unfortunately, not all metaverse types have been broadly covered in educational research. This inadequacy highlights a gap in understanding the potential benefits and drawbacks of metaverse technologies for education. To address this research gap, we created a metaverse called “MILES Virtual World” that embodies the concepts of lifelogging and mirror worlds. Following the principles of the Embodied Social Presence Theory, the application allows students to socialize through customizable avatars and engage in a variety of activities that closely resemble those in the physical world. We adopted a mixed-method approach using a convergent parallel design to evaluate the application. Our quantitative analysis reveals that students feel highly present and engaged in the virtual environment, with a sense of agency and immersion. It also underscores the importance of enhancing embodiment and copresence to create more effective virtual world experiences and opportunities for social interactions. Meanwhile, our qualitative analysis uncovers several underlying subthemes, including avatar customization, identity exploration, virtual items, communication, entertainment, autonomy, freedom of expression, realism, challenges, shared experiences, and a sense of belonging within the metaverse. Overall, our study provides valuable insights into the potential of metaverse technology in the educational context, and how it can be harnessed to create more effective and engaging academic experiences for students.