Virtual museums powered by virtual reality (VR) technology serve as innovative platforms for cultural preservation and education, combining accessibility with immersive user experiences. While gamification has been widely explored in educational and entertainment contexts, its impact on user experiences in virtual cultural heritage museums remains underexplored. Prior research has focused primarily on engagement and enjoyment in gamified virtual environments but has not sufficiently distinguished between hedonic (pleasure-driven) and eudaimonic (meaning-driven) experiences or their impact on learning outcomes. This study aims to address this gap by comparing gamified and non-gamified virtual museum designs to evaluate their effects on hedonic and eudaimonic experiences, knowledge acquisition, and behavioral engagement. Using a quasi-experimental approach with 70 participants, the findings indicate that gamification significantly enhances hedonic experiences, including enjoyment, engagement, and satisfaction, while fostering prolonged interaction and deeper exploration. However, eudaimonic outcomes such as personal growth and reflection did not exhibit statistically significant differences. These results underscore the potential of gamified VR environments to balance entertainment and educational value, offering insights into user-centered design strategies for virtual museum systems that bridge technology, culture, and engagement.

This study examines the effects of gamified and non-gamified digital board games on students’ digital literacy and engagement. A total of 98 undergraduate students (n = 98) were randomly assigned to one of two conditions: gamified or non-gamified. The digital board game, designed to simulate real-world digital literacy scenarios, was implemented in a classroom setting. Students’ digital literacy performance was assessed through pre- and post-tests, and their engagement was measured using the Game Engagement Questionnaire. The results revealed that students in the gamified condition significantly outperformed those in the non-gamified condition in digital literacy post-test scores (p = 0.039). Additionally, the gamified group showed significantly higher engagement scores in flow (p = 0.039), enjoyment (p = 0.033), immersion (p = 0.042), and social interaction (p = 0.030). These findings highlight the effectiveness of gamified learning environments in enhancing digital literacy skills and multidimensional engagement.

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.

This study investigates how virtual reality systems can support inclusive access to culturally restricted sacred heritage sites. Two extended reality (XR) approaches were developed and deployed in a real-world setting: a VR360 virtual tour and an AI-driven immersive virtual reality prototype with conversational interaction. A research-in-the-wild, between-subjects study was conducted with 136 participants using mixed methods, including standardized questionnaires (System Usability Scale, User Engagement Scale, and Igroup Presence Questionnaire), retrospective interviews, and exhibition staff observations. The results reveal clear trade-offs between the two systems. The VR360 system demonstrated higher usability and operational reliability, requiring minimal supervision and technical resources, whereas the AI-driven immersive VR system supported embodied exploration and conversational inquiry, which was associated with higher spatial presence and helped visitors address questions during exploration. Qualitative findings further indicate that conversational interaction enhanced user experience but also introduced greater technical complexity and staffing requirements. Overall, the study provides empirical insights for designing and deploying XR systems in heritage contexts and highlights how different levels of immersion and interaction influence usability, presence, and operational feasibility when supporting inclusive access to culturally restricted sites.

Virtual museums delivered through immersive virtual reality (VR) function as information environments where users access interpretive content while navigating spatially. With the integration of generative artificial intelligence (AI), conversational assistants can dynamically mediate information interaction; however, evidence remains limited regarding how different AI interface representations affect user experience. This study compares three generative AI interface modalities in a VR virtual museum: voice only, voice with synchronized text, and voice with an embodied AI avatar. A controlled experiment with 75 participants examined their effects on user engagement, perceived information quality, and subjective cognitive workload while holding informational content constant. The results indicate that the voice-and-text modality produced the highest perceived information quality, whereas the embodied AI avatar modality yielded the highest user engagement. No significant differences were observed in cognitive workload across modalities. These findings suggest that AI interface modalities play complementary roles in VR-based information interaction and provide design guidance for selecting appropriate AI representations in immersive information systems.

This paper presents a workflow-driven VR simulation system for esports event production, designed to enable interaction with core production subsystems, including lighting control, audio management, and broadcast monitoring, within a task-based virtual environment that integrates spatial fidelity, workflow structure, and real-time feedback. A controlled pretest–posttest experiment with 80 undergraduate participants was conducted to evaluate the system in comparison with lecture-based instruction. The results indicate that while both approaches produced comparable gains in conceptual knowledge, the VR-based simulation led to significantly greater improvements in applied operational understanding and higher levels of user engagement. Interaction analytics further show that increased task complexity is associated with higher interaction frequency and lower completion rates, reflecting a trade-off between interaction fidelity and usability. These findings suggest that the effectiveness of VR-based simulation lies in its capacity to support scenario-based operational reasoning rather than conceptual learning alone, contributing to the design of virtual environments for complex workflow-based training.