隨著沉浸式數位實境技術於教育領域的發展，多數現有學習系統仍由教師預設場景與角色，學生無法自由建構數位化身與學習情境，僅作為被動參與者進入既定內容，難以發揮自主性、建立心理擁有感，亦難投射其未來專業角色與學習責任。然而，學習系統若僅賦予學生建構的自由，卻未提供明確的目標引導與社會角色投射，學生的建構行為仍可能流於個人內在目標，難以連結其未來職責與外部利害關係人（如主管、顧客）之期待，亦無法有效激發其責任感與服務動機。
為回應上述挑戰，本研究設計一套「未來自我導向之元宇宙學習系統」 （FUSE Learning），結合生成式人工智慧與3D建模技術，引導學生自拍建構數位化身、自主設計未來職場環境與主管角色，撰寫個人願景，並於元宇宙中進行展演。系統端透過生成式人工智慧模擬虛擬主管的個別化評語與反應，建構具社會互動性的情境回饋，強化學生對未來自我的責任認同與動機內化。
本研究採準實驗設計，實證結果顯示實驗組在心理擁有感、學習動機與未來自我連續性皆顯著優於對照組，展演歷程亦呈現高度參與與專業投射。研究整合建構式學習、心理擁有感、自我決定理論與未來自我理論，提出一種融合個人建構與社會評價的沉浸式學習模式，為數位學習場域提出一種結合元宇宙技術與生成式人工智慧、並導向未來責任與動機內化的實踐進路。

As immersive digital reality technologies continue to evolve within the field of education, most existing learning systems remain constrained by teacher-predetermined scenes and roles. Students are often limited to passively participating in fixed content, lacking opportunities to autonomously construct digital avatars and learning environments. This restricts their sense of agency, psychological ownership, and the ability to project themselves into future professional roles and responsibilities. Furthermore, if a learning system merely grants students the freedom to construct content without providing clear goal-oriented guidance or social role projection, their creations may remain focused on internal personal goals. As a result, students struggle to connect with expectations from future stakeholders (e.g., supervisors, clients), thereby limiting the development of responsibility and prosocial motivation.
To address these challenges, this study proposes the Future-Self Enacted Learning in the Metaverse system (FUSE Learning), which integrates generative AI and 3D modeling technologies. The system guides students to create personalized digital avatars through selfies, design future workplace environments and supervisory figures, articulate personal visions, and present their projects within a metaverse context. Through generative AI, the system simulates personalized feedback and reactions from virtual supervisors, creating socially interactive evaluation scenarios that reinforce students’ sense of future role responsibility and internalized motivation.
A quasi-experimental design was adopted to evaluate the effectiveness of the system. Results showed that students in the experimental group demonstrated significantly higher levels of psychological ownership, learning motivation, and future self-continuity compared to the control group. Their project presentations also reflected high levels of engagement and professional self-projection. By integrating constructionism theory, psychological ownership, self-determination theory, and future self theory, this study proposes an immersive learning model that combines personal construction and social evaluation, offering a practical approach to digital education that leverages metaverse technologies and generative AI to foster future-oriented responsibility and motivation internalization.

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