Metaverse applications in education: a systematic review and a cost-benefit analysis

Abstract

Purpose Many educators are increasingly acquainting themselves and becoming adept with interactive technologies like augmented reality and virtual reality. Some of them are also looking forward to using Metaverse applications, as they want to benefit from its immersive three-dimensional capabilities. Therefore, the purpose of this study is to critically review the extant literature to investigate how, why, where and when the Metaverse can be used for educational purposes. This study also discusses opportunities, challenges and risks related to this disruptive technology. Design/methodology/approach A Preferred Reporting Items for Systematic Reviews and Meta-Analyses rigorous protocol is used to search, extract, scrutinize and synthesize content from high-impact articles focused on the use of the Metaverse technology in the realms of education. Afterwards, this study theorizes on the costs and benefits of using this interactive technology with students. Findings A number of researchers are already experimenting with virtual technologies that are very similar to the Metaverse, in different contexts. This research indicates that most students are lured by immersive multi-sensory three-dimensional environments as well as by virtual reality applications that could simulate real-life situations and provide engaging experiences with virtual representations of people, places and objects. On the other hand, this study reveals that educators ought to consider the potential pitfalls of the Metaverse, including privacy breaches and security risks, as well as possible addictions and the development of mental health issues, among others. Practical implications Students and educators can use the Metaverse to catapult themselves in a simulated digital universe that could reconfigure their sensory inputs, definitions of space, time and points of access to information. This research calls for the development of regulatory instruments, including sound principles, guidelines and procedures that are intended to safeguard and protect Metaverse users. Originality/value This contribution implies that there is scope for educators to continue developing the Metaverse’s virtual spaces to improve their students’ motivations, aptitudes and learning outcomes. This study clarifies that the use of the Metaverse in education can create infinite possibilities to enhance their knowledge, competences and abilities through its immersive applications. Yet this paper also raises awareness about possible challenges in the short term as well on other risks associated to the prolonged use of this captivating technology.

Exploring the Potential of Metaverse-Based Platforms for Enhancing English as a Foreign Language (EFL) Learning: A Comprehensive Systematic Review

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Local economies and pandemics: Regional perspectives

“…Furthermore, by mixing virtual elements into the actual space, AR technology has the potential to supplement physical laboratory sessions, resulting in a more engaging and dynamic learning experience. Incorporating AR and VR into the educational system creates new chances for dynamic and engaging laboratory experiences (Camilleri 2023;Tribe & Singha 2023).…”

Inclusive metaverse in media arts education: New innovative-methodological proposal for inclusive school

“…The only question we need to delve into is the inclusive metaverse: is it possible to create a new blockchain metaverse curriculum for the media arts? The blockchain metaverse for education [6][7][8] analyzes creator-based digital technologies from socio-affective and socio-emotional studies in both the real and virtual worlds [9,10] . Many educators are becoming interested in the use of interactive technology to motivate and reactivate school learning, depending on human-computer interaction, or other interactive tools of virtual reality (VR), augmented reality (AR), mixed reality (MR), and extended reality (XR).…”

“…The main goal is to investigate and analyze the incorporation of the metaverse through the complementary subject of media arts for inclusive educational purposes. There is a finding with several researchers already experimenting with virtual technology alongside quite similar metaverses in different contexts and interactive tools (VR/AR/MR/XR) to provide engaging experiences with virtual representations of people, places, and objects [8] .…”