The COVID-19 pandemic has accelerated the adoption of online and distance learning, and it is increasingly likely that the educational landscape of the future will include virtual reality or applications from the metaverse (Halasa et al., 2020). Acting as an expansive interconnected digital domain, the metaverse allows users to partake in a multitude of activities while still being linked to the real world. Conversely, virtual reality transports users into simulated realms, usually isolating them from their actual surroundings. In higher education, especially during and after the COVID-19 lockdowns, online/distance learning has become a crucial component (Abusalim et al., 2020). Applications that use the metaverse, like Gather. town, give students a virtual environment in which to interact and learn. These applications may have advantages over more conventional online and in-person learning settings. The justification behind our focus on a virtual reality mechanism simulating real-life scenarios is that Artificial Intelligence (AI) such as ChatGPT and others, have created a disruption in education habits, which may and can be beneficial if used correctly. A content analysis of news articles performed by Sullivan et al.(2023) indicated a predominant focus on academic integrity concerns and innovative assessment design in the public discourse and university responses regarding ChatGPT. To foster meaningful and intrinsically motivating learning experiences, educators are encouraged to utilize authentic assessments, which are creative learning experiences to test students’ skills and knowledge in realistic situations (Rudolph et al., 2023, as cited in Wiggins, 1990). This is why we concern ourselves with one method of testing students’ skills in real-life situations with the use of speaking scenarios constructed in Gather. town. Therefore, this study seeks to determine how small group discussions conducted in-person versus online using Gather. town affect students’ intrinsic motivation and overall self-efficacy. This study aims to compare the psychological effects of small group discussions conducted on Gather. town versus those conducted in conventional face-to-face settings. The main goal is to identify potential differences in how well these discussion modes affect students’ self-belief in their abilities. The following research questions serve as our study’s compass:

For both the initial and follow-up assessments of participants’ self-efficacy levels, we will use a modified version of the Generalized Self-Efficacy questionnaire to explore these questions (Rayyan et al., 2023). Through this investigation, we hope to advance knowledge of the use of distance learning in the classroom and shed light on its psychological effects. In addition, we hope to add to the body of knowledge already available on the use of distance learning technology in education and shed light