Prototype Development and Implementation Analysis of a Metaverse–Generative AI–Integrated Moral Learning Environment

Analysis of Avatar Dialogue Logs in Friendship-Related Scenarios

Abstract

This study explores the potential of information and communication technology (ICT) and artificial intelligence (AI) to support “thinking and discussion-based” moral education in Japan by developing and implementing a metaverse–generative AI–integrated learning environment. We designed a virtual reality (VR) scenario in which an avatar portrays a child struggling with friendship issues, and elementary school students engage in spoken dialogue with the avatar. The system was implemented on Meta Quest devices; learners’ utterances were captured via the built-in microphone, transcribed using an automatic speech recognition model, and responded to by a generative AI model. The AI-generated replies were converted into speech and synchronized with the avatar’s lip movements and facial expressions, thereby enabling an immersive, quasi face-to-face conversational experience. The prototype was piloted in a local event in City A with participating elementary school students. From the collected interaction data, five dialogue logs were selected for qualitative analysis and coded into emergent categories. The results indicated that many students spontaneously verbalized concrete relational repair strategies such as “playing together” or “talking more” with peers. In some dialogues, nascent forms of reflection on self-trust, future orientation, and cause exploration were also observed, occasionally coupled with explicit emotional support for the avatar. At the same time, most utterances remained at the level of behavioral advice, suggesting the need for carefully designed prompts and teacher-led reflection to elicit value-laden reasoning and justification. These findings suggest that metaverse–AI environments can provide an experiential and dialogic space that fosters students’ engagement and empathic understanding, while potentially reducing teachers' preparation burden and reliance on instructional skills. However, the results also highlight the importance of ongoing scenario refinement and post-VR reflective activities in moral lessons.