{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,9,19]],"date-time":"2025-09-19T09:35:52Z","timestamp":1758274552928,"version":"3.37.3"},"reference-count":50,"publisher":"Public Library of Science (PLoS)","issue":"2","license":[{"start":{"date-parts":[[2025,2,24]],"date-time":"2025-02-24T00:00:00Z","timestamp":1740355200000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"funder":[{"name":"Wenzhou University of Technology\u2019s Teaching Reform Research Projects","award":["2024YB03"],"award-info":[{"award-number":["2024YB03"]}]}],"content-domain":{"domain":["www.plosone.org"],"crossmark-restriction":false},"short-container-title":["PLoS ONE"],"abstract":"<jats:p>This study delves into the multifaceted \u201c3I\u201d technological attributes of metaverse classrooms\u2014namely perceived immersion, perceived interaction, and perceived imagination\u2014and their interplay with psychological imagery and representational ability. This investigation seeks to elucidate the nexus between these constructs and their collective influence on students\u2019 learning outcomes. To achieve this, an integrative conceptual model has been meticulously constructed, encapsulating the dynamic interrelationships between the \u201c3I\u201d characteristics and the pivotal cognitive factors of psychological imagery and representational ability. Employing a Partial Least Squares Structural Equation Modeling (PLS-SEM) approach, an empirical inquiry was conducted on a dataset comprising 930 meticulously validated questionnaires. The analysis yielded significant findings: perceived immersion and perceived interaction were found to exert a direct and positive influence on learning outcomes. Furthermore, psychological imagery emerged as a central mediator in the pathway from metaverse classroom characteristics to learning outcomes. Representational ability was identified to have dual roles, exerting both positive and negative moderating effects on the relationship between perceived imagination and learning outcomes, as well as between psychological imagery and learning outcomes.The study\u2019s empirical evidence offers substantial theoretical and empirical validation for the practical application and strategic refinement of metaverse-based educational practices. It underscores the imperative to account for individual differences and to foster immersive and interactive learning environments. Additionally, the study highlights the untapped potential of perceived imagination in enhancing learning outcomes, suggesting a rich vein for future research.<\/jats:p>","DOI":"10.1371\/journal.pone.0318548","type":"journal-article","created":{"date-parts":[[2025,2,24]],"date-time":"2025-02-24T18:54:37Z","timestamp":1740423277000},"page":"e0318548","update-policy":"https:\/\/doi.org\/10.1371\/journal.pone.corrections_policy","source":"Crossref","is-referenced-by-count":1,"title":["Virtual voyage: Unveiling the \u20183I\u2019 influence on student 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