Abstract: The importance of metaverse as a learning environment is increasing rapidly along with distance education needs. To facilitate the use of metaverse for teaching and learning purposes, the learners’ perceptions of learning metaverses must be identified in order to prepare them well for learning. Against this background, this study aimed to identify the effect of the presence of real faces on the users’ attention and social presence in a metaverse learning environment. The real faces could increase the realness in a virtual situation, but it could not be said for certain whether presenting the instructor’s face would increase the attention on learning. This study involved 38 undergraduate students divided into two groups (actual face provision vs. no actual face provision), with eighteen students in each group. The participants’ perceptions of learning in the metaverse were investigated in terms of eye-fixation time, attention, and social presence. The collected data were analyzed through multivariate analysis. The results showed that actual face presentation did not influence attention and social presence in the virtual learning space. Instead, the learners focused on the contents of the lecture through a laser pointer. The findings shows the low value of actual face presence as a social cue for attention presence in metaverse learning environments.