Teenagers Who Created the Metaverse: Integrating Blockchain into Youth Empowerment through Mixed-Methods Action Research

Background and Purpose:

Digital inclusion is increasingly vital for youth development in a technology-driven society. This study examines the integration of blockchain and Non-Fungible Tokens (NFTs) into youth service programs to enhance Positive Youth Development (PYD) among socioeconomically marginalized and Indigenous adolescents in Taiwan. Drawing from strengths-based and ecological systems theories, the study aims to (1) identify effective methods for introducing blockchain technology to adolescents, (2) explore how youth can create meaningful digital assets as expressions of identity and value, and (3) assess whether participation promotes measurable growth in PYD indicators such as confidence, caring, and connection.

Methods:

This mixed-methods action research project was implemented in collaboration with two youth-serving organizations. The intervention involved a series of blockchain lectures and 12 weekly NFT creation workshops. Quantitative data were collected using pre- and post-tests grounded in the Kirkpatrick Four-Level Evaluation Model and selected items from Ocampo’s PYD scale. Paired-sample t-tests were used to assess gains in blockchain literacy and PYD outcomes. Qualitative data were gathered through semi-structured interviews and focus groups with adolescents and social workers and analyzed thematically using reflexive coding.

Results:

Quantitatively, the introductory blockchain lecture produced significant gains. Understanding of NFTs increased from M=1.04 to 3.79 (p<.001), with similarly considerable improvements in comprehension of digital ownership, preservation, and application. While post-workshop PYD score changes were modest, small positive shifts were observed in self-efficacy and group belonging. For example, scores improved on “Despite difficulties, I can find ways to achieve my goals” and “I think I am someone others like.”

Qualitatively, youth engaged deeply with hands-on activities. Rather than theoretical blockchain concepts, adolescents resonated with the tactile, gamified nature of drawing, trading, and collecting digital cards. One youth noted, “Drawing was fun; everyone’s drawing was different.” Thematic analysis revealed strong identity-based engagement, with adolescents depicting boxing teammates and cultural symbols in their NFT creations. A participant shared, “I drew my senior. That is what a boxer looks like to me,” suggesting that integrating community themes fostered personal relevance and cultural pride.

Youth also reported a sense of ownership and pride in their NFTs. One participant said, “It was my first one. I thought it looked pretty cool.” These artifacts provided a platform for self-expression and peer recognition.

Although the underlying blockchain mechanics remained abstract, youth found NFT-related processes (e.g., QR code scanning, digital wallets) intuitive. However, technical issues persisted. One adolescent stated, “I could not find [the wallet] at all.”

Conclusions and Implications:

This study demonstrates that combining blockchain technology with youth-centered, experiential learning can foster digital literacy, self-expression, and PYD outcomes. The mixed-methods approach provided complementary insights: statistical analysis revealed measurable learning gains, while interviews highlighted meaningful engagement, identity expression, and creative ownership. Notably, the project revealed a persistent digital divide—not in device access but confidence, literacy, and conceptual understanding. Addressing this requires localized blockchain tools, sustained mentorship, and integration of cultural values. As youth service systems evolve, blockchain holds promise as a technical skillset and a developmental platform for creativity, empowerment, and future readiness.