Abstract: The rapid development of virtual and augmented reality technologies has led to the formation of a new digital ecosystem known as the Metaverse. It is an interconnected network of three-dimensional, immersive and interactive environments, in which users act through avatars, communicate, learn and create. The metaverse, as a technological and social evolution of the internet, opens up unprecedented possibilities for education, as it allows the development of experiential, collaborative and personalized learning experiences. The present study explores the cognitive, affective, metacognitive and technical dimensions of learning in virtual environments of the metaverse, with a theoretical background of the Cognitive Theory of Multimedia Learning (CTML), Cognitive-Affective Theory of Learning with Media (CATLM) and Cognitive Load Theory (CLT). A questionnaire was created to evaluate the learning experience and, through simulated data of 200 students, statistical techniques (descriptive analysis, reliability, PLS-SEM) were applied to verify the theoretical model. The results showed that emotional engagement (CATLM) and cognitive dimension (CTML) are the strongest predictors of perceived effectiveness, while metacognition and usability function as reinforcers. The model presented high reliability (α =.91), explaining 71% of the variation in effectiveness (R² = 0.71). The study concludes with practical directions for designing educational virtual worlds in the metaverse and lays the foundations for future empirical research in real conditions.

Keywords: Metaverse, Virtual Worlds, Cognitive Load Theory, Cognitive-Affective Theory

Downloads: | DOI: 10.17148/IJIREEICE.2026.14110