隨著全球網際網路的普及和數位工具的提升，社群媒體在日常生活中變得愈加重要。儘管社群媒體帶來了許多便利，但也帶來了假訊息、隱私洩漏等風險。因此，提升媒體素養成為當務之急。臺灣教育部已將媒體素養納入基礎教育課綱，並且民間團體也通過多種方式推廣媒體素養教育。2021年，元宇宙的興起提供了全新的學習方式，再透過VR/AR技術，可以為學習者提供沉浸式的學習體驗。然而，若欲於元宇宙空間中進行學習，了解使用者於元宇宙中的學習的效果至關重要，由此，本研究採2（不同學習方式：元宇宙學習vs.新聞學習） x 2（性別：男性vs.女性）的二因子組間實驗設計，探討兩項自變項對於使用者之學習動機、認知成效、自我效能之影響，並以於2022年引起熱議之社群媒體Zenly為例。
本研究結果證實：（1）不同沉浸度的學習方式對學習者的學習動機、認知成效和自我效能有顯著影響，具備沉浸度的元宇宙學習相比於無沉浸度的傳統新聞學習，能產生較佳的學習動機和自我效能；唯在認知成效方面，傳統新聞學習優於元宇宙學習；（2）不同性別對學習者的學習動機、認知成效和自我效能皆無顯著影響，然而，結果仍與預期相符，即男性學習者擁有更高的學習動機、更佳的認知成效和更高的自我效能；（3）不同學習方式與不同性別之間存在顯著的交互效果，在參與元宇宙學習的男性學習者中，皆產生了較高的學習動機、更佳的認知成效和更高的自我效能；而在女性學習者中，交互作用並未呈現顯著差異，無論是元宇宙學習或傳統新聞學習，皆對其學習動機、認知成效和自我效能之影響無差異。

With the global proliferation of the internet and the advancement of digital tools, social media has become increasingly important in daily life. Despite the many conveniences brought by social media, it also introduces risks such as misinformation and privacy breaches. Therefore, enhancing media literacy has become urgent. In Taiwan, the Ministry of Education has incorporated media literacy into the basic education curriculum, and various non-governmental organizations are promoting media literacy education through multiple methods. In 2021, the rise of the Metaverse provided a novel learning environment. Through VR/AR technology, learners can experience immersive learning. However, understanding the effectiveness of learning within the metaverse is crucial. Thus, this study employed a 2 (learning methods: metaverse learning vs. traditional news learning) x 2 (gender: male vs. female) between-subjects experimental design to investigate the effects of these variables on learning motivation, cognitive effects, and self-efficacy, using the social media platform Zenly, which garnered significant attention in 2022, as a case study.
The results of this study confirmed that: (1) Different levels of immersion in learning methods significantly affect learning motivation, cognitive effects, and self-efficacy. Metaverse learning, which offers high immersion, results in better learning motivation and self-efficacy compared to traditional news learning, which offers low immersion. However, in terms of cognitive effects, traditional news learning outperforms metaverse learning. (2) Gender does not significantly affect learning motivation, cognitive effects, and self-efficacy. Nevertheless, the results align with expectations, showing that male learners have higher learning motivation, better cognitiveeffects, and higher self-efficacy. (3) There is a significant interaction effect between learning methods and gender. Male learners in the metaverse learning environment exhibited higher learning motivation, better cognitive effects, and higher self-efficacy, while the interaction effect was not significant among female learners. Regardless of the learning method, there were no differences in the impacts on female learning motivation, cognitive effects, and self-efficacy.

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