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Abstract

This study aimed to explore the impact of a Meta verse-based learning on the development of technological concepts among university students diagnosed with depression, as measured by Beck's Depression Inventory-II (BDI-II). The research involved 22 students (11 male, 11 female) from the College of Education at Al- Baha University, using a quasi-experimental approach single group design. Depression levels were assessed with BDI-II, and an achievement test administered to measure students' understanding of technological concepts. The findings highlighted the importance of selecting e-learning tools that aligned with students' psychological conditions to ensure effective participation in learning. The study showed that meta verse applications (VR, AR, MR) significantly improved academic achievement in technological concepts for the study sample. These applications provided a rich sensory experience, enhancing deep understanding through active, hands-on learning. Social interaction within virtual environments helped reduce isolation and enhanced social skills. The supportive learning environment, along with self-directed learning, increased students' autonomy and motivation. Previous studies supported these findings, showing positive outcomes for students who used meta verse technology, boosting academic engagement and participation. By simulating real-life scenarios, these applications helped students overcome mental distractions, leading to improved cognitive and academic performance.

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