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The concept of a metaverse, a virtual world that offers immersive experiences, has gained widespread interest in recent years. Despite the hype, there is still a gap in its practical application, especially in the realm of education. This study presents the design and implementation of a metaverse tailored to the needs of education. The goal of this paper is to demonstrate the feasibility of such a system and evaluate its effectiveness. It is crucial to understand the architecture and implementation of a metaverse to effectively customise it for educational purposes. To assess user experience, a field study was conducted, collecting data through questionnaires and qualitative feedback. The results show that users were pleased with the features, player experience, and ease of use.

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This study presents a successful example of experimenting with proper step-by-step guidance on how, when and why to conduct factual investigations by introducing new learning tools to a group of law students, such as this set of computer-based games. Deploying the games as an extension of traditional law learning, this paper synthesizes complex tacit knowledge from legal experts, adopting the cognitive learning theory of Bloom’s Taxonomy, to create serious games as new learning approaches. Students’ learning revealed satisfactory achievement in enhancing the body of fact-finding knowledge and engagement. The gaming has potential in advancing practical knowledge of fact investigation for mass utilization, reducing traditional learning obstacles of a Thai law school, while minimizing the gap between existing educational approaches and students’ future professional practices.