As the importance of online virtual spaces increases due to COVID-19, interest in online virtual spaces using 4th industrial technology is increasing. Accordingly, the metaverse that combines virtual and real is becoming an issue. In the fashion industry, marketing using online is gradually increasing, and various attempts are being made by converging with the metaverse to provide new and enjoyable experiences to customers. This study looked at the impact of customer experience of a luxury fashion brand pop-up store on customer satisfaction, affective commitment and brand loyalty in a metaverse environment where utilization is increasing due to COVID-19 and technological development. For the analysis data of this study, a survey was conducted on the users who experienced the metaverse platform Zepeto's ' BVLGARI World'. As a result of examining the effect of the customer experience of a luxury fashion brand pop-up store on customer satisfaction, affective commitment, and brand loyalty in a metaverse environment, some of the customer experiences affect customer satisfaction, and the proposed hypothesis was partially accepted. In addition, it was confirmed that customer satisfaction affects affective commitment and brand loyalty, and affective commitment affects brand loyalty. In this study, we examine the impact of the customer experience of a luxury fashion brand pop-up store on customer satisfaction, affective commitment, and brand loyalty in the metaverse environment, and identify what is needed for more active convergence and activation of the metaverse and fashion brands. Also, we provide practical implications to people who involved in the metaverse and the fashion industry.

The study investigated the effect of the flipped class method implemented in a general English program in the tertiary level. The treatment variable of the experiment was a teaching method: a flipped class for the experimental group and a traditional class for the control group. A total of 13 class sessions were completed. The model of the experiment was a nested design with repeated measures. The dependent variables were positive affective experience, negative affective experience, class satisfaction, and language achievement. This study analyzed the data using factorial analysis, t-test, and repeated measures analysis of variance. The results showed that learners in the experimental group improved their positive experience during the treatment through statistically significant differences in pre-test and post-test scores; while the control group did not. The negative experience decreased at the end of the class in both groups. Although the mean differences were not statistically significant, the mean of the negative experience in the experimental group was lower than that in the control group. The class satisfaction was significantly different between the two groups. The experimental group improved language achievement on their final exam, while the control group’s mean decreased.