It is necessary to focus on a VR environment centered on a tangible interaction (TI), which provides and interacts with the user experience (UX) with various sensational forms. Therefore, this study attempted to present UX evaluation items for VR fashion product shopping environment through focusing on the TI. In addition, the developed factors were evaluated for validity through empirical experiments and attempted to explore the possibility of using a VR shopping UX evaluation methodology. As a result of factor analysis of items related to VR shopping, six factors were extracted, and each factor was named as intention to use, playfulness, sharpness, telepresence, interactivity, and usability, respectively. As a result of a t-test for the difference in UX between immersive VR and non-immersive VR, it was found that there were significant differences in intention to use, playfulness, sharpness, and telepresence. As a result of performing a multiple regression analysis to analyze the effect of TI on the VR fashion shopping UX, it was found that interaction, playfulness, and telepresence are UX factors that are formed under the influence of TI in an immersive VR. In addition, intention to use, sharpness, telepresence, and usability were found to be factors experienced as an effect of TI in a non-immersive VR.

This study aims to explore the impact of avatar customization in metaverse environments, especially for fashion education. Considering the unique nature of fashion as an educational field in which theories and practices are equally significant, the impact of class modes (theoretical versus practical) on expectancy and value toward the class in the metaverse environment is empirically investigated, with task engagements as mediators. Students’ creative self-efficacy, an individual characteristic, was considered as a moderator. A total of 38 female undergraduate students participated voluntarily. In the experimental session, the participants were randomly allocated to one of the two class mode conditions, theoretical or practical. They were then asked to customize their own avatars for use in the metaverse class and write a descriptive essay about the avatar they made. The results showed that the practical class mode evoked higher engagements (i.e., dedication and absorption), which demonstrates the participants’ positive expectancy (i.e., self-efficacy for learning and performance) and value (i.e., task value belief) toward learning in the metaverse class. Interestingly, participants’ creative self-efficacy played a moderating role in the impact of dedication on expectancy and value in different directions, while the impact of absorption was positive regardless of participants’ creative self-efficacy level. Additionally, we found that expectancy and value toward learning led to the participants’ positive class engagement intention.