1. Introduction to the Metaverse
The concept of "Metaverse" is commonly used today, but it was first mentioned more than 30 years ago. It can be traced back to Neal Stephenson's 1992 science-fiction novel Snow Crash, where the Metaverse, as a virtual reality user interface (VRUI), became a form of social and economic life. Defined by James Halliday (Cline), the Metaverse in the novel Ready Player One presents an extensive consensually driven fictional digital universe accessed using the OASIS software. Based on the movie Tron, the Metaverse is a conflation of "meta-" (beyond) and "universe"—a doubling of reality where "a collective virtual shared space" offers a parallel world that resembles the physical world, introduces a social network, and supports social interactions. (Riva & Wiederhold2022)(Zhao et al., 2022)(Cheng et al., 2022)
The definition of the Metaverse is understood as extending over "space in which network-accessible and interoperable virtual communities…" Popular characteristics include user engagement in an interactive environment, use of a system of polycentric order, and interoperable worlds from multiple recordings and coding systems. Evolving features include availability from nearly all personal electronic technology, access through typed commands or virtual simulation (like SecondLife, Active World), and entertainment-serving business in private corporations or universities. Technological advancements enable an extraordinary rebirth of industry and education and fresh access and reach to learning, community, diversity, and training. The merging of the real and digital world with advanced mediated communication, immersion, and virtual representation-based presence is familiarly called the Immersive Internet. Some of it is found in the Metaverse. The immersive Internet is anchored in 3D Internet (such as SecondLife, Open Croquet, Entropia) and a more profound semantic or intelligent deeply semantic or intelligent Web 3.0. Augmented reality or hybrid real and media/image-based enhancement offer other 3D/T data set-driven situations. (Park & Kim, 2022)(Mystakidis, 2022)(Wang et al.2023)
1.1. Definition and Evolution
The Metaverse is a concept that continues to evolve, so we shall start by providing a definition and exploring its evolution. With the recent explosion of interest in the concept, a clear understanding of its roots and evolutionary path is helpful in also understanding some of the pedagogical aspects pertinent to technology-supported education which stem from this. The term 'Metaverse' has seen a number of re-emergences that have generally coincided with increased popular media coverage that references the term, often exegetically alluding to a book or the popular culture that surrounds it. This has just recently (October 2021) led to the short-lived, yet rapid run-up of numerous commercial entities launching "the Metaverse" as a cornerstone offering typically known as a multi-user, 3D virtual experience that hosts networked users and user-generated content. It is important, however, to note that the interpretation of the term is free from a single, official definition, and the modern interpretations can often evolve and change. (Egliston & Carter, 2021)(Baía & Ashmore2022)(Richter & Richter, 2023)
Depictions of virtual worlds and emerging technologies that describe environments of hyper-connectivity and a blending of physical and digital networks reach back to the early 1990s with terms such as "electronic frontier" and "cyberspace" and into the popular fiction of science fantasy in more narrow definitions of the 1970s. For the purposes of this discussion, we consider the modern conceptualization of the Metaverse that has just been described to have roots in three additional landmark sources that have contributed to the term's current, popular conceptualization. In the western world, the term was re-coined and popularized in a personified form by author Neal Stephenson who used the book to reflect on the mass-scale, comprehensive, persistent, user-made and driven, virtual worlds that were being leveraged and used in large-scale popular culture that was growing on the emergent electronic infrastructure known as the Internet. It is important to note, however, that the concept can also be seen in numerous other literary, fiction, media, and research sources that predate this book. (Ball, 2022)
1.2. Key Features and Technologies
The metaverse is a digital universe defined by three key features: immersion, interoperability, and user agency. The metaverse is designed to emulate the sensory experiences of the physical world and is thus defined by a high level of immersion. It also comprises numerous virtual environments and/or platforms that can interact with each other. This creates a 'multi-sited' universe, the boundaries of which are not confined to a single program or platform. Finally, the metaverse is characterized by a high level of user agency, with user-centered content comprising a central aspect of each environment within the metaverse. (Lee et al.2021)(Park & Kim, 2022)(Mystakidis, 2022)
The creation and functioning of the metaverse is enabled by specific technologies. Key among these is Web 3.0 (also known as the Semantic Web), which enables the creation and sharing of data across different platforms and applications. Other technologies that enable the metaverse include virtual reality, augmented reality, blockchain, and spatial computing. These technologies help to create and enable the immersive, user-centered environments that define the metaverse. As a digital universe in the making that is set to increasingly engage students in their digital environment, it is essential for educators to gain an understanding of how this phenomenon might influence pedagogical practice. This begins with an understanding of the key pedagogical affordances of the metaverse and its technological underpinnings. (Hackl et al., 2022)(Gadekallu et al.2022)(Mystakidis, 2022)
2. Educational Theories and the Metaverse
Leveraging constructivism in the classroom by aiding learners in constructing experiences is a shared goal for most educators. Students in experiential learning environments are well poised to incorporate new information into their understanding. Overseas institutions, in diverse subjects ranging from medical science to the Holocaust, have integrated virtual reality to supplement students' learning. Instructors interested in incorporating the metaverse into their teaching practices could look to studies that have previously attempted to pair experiential learning with new technologies for strategies. Likewise, research done on previous technology implementation may provide foresight into how the potential consequences of adopting a new platform may impact learning. It is important to recognize that VR learning is not suitable for all areas of instruction, and focusing solely on the metaverse's novelty does not improve experience, nor does it engage students who may prefer a more traditional range of tools and resources. (Radianti et al.2020)(Hamilton et al.2021)
Constructivism and the Metaverse Even designers that are not designing for gamers are concerned with "saving" Ender. How can this feeling of game immersion be manipulated to enhance learning? Much like Level 4 learning is something that occurs naturally within the brain, the VR/AR/MR experience is the prime medium for educating through experience. "The brain processes the content in a way that sets strong patterns. The lesson will be ordered through sensory channels." Much as players quickly learn edutainment games, the metaverse may also enable formatively-assessed sub-skills; this prompt & assess, prompt & assess cycle may then result in the ability to accomplish the learning objective with or without remediation. Many educational subskills are cued and practiced in requirement-based applications. Thus, it is important to recognize the extent to which practice can prepare a student to be more successful before they engage in the learning activities in the higher-impact professional or clinical volumes. (LaValle, 2023)(Parekh et al.2020)
2.1. Constructivism and Experiential Learning
Experiential learning theory has a strong constructivist foundation. Central to constructivist theory is that learners build knowledge through generative experiences that prompt internal cognitive processes, and, as such, the more life-like and authentic the experience, the more closely aligned it is with a constructivist understanding of effective pedagogy. Constructivism additionally highlights the collaborative and social aspects of learning. These tenets have seen constructivist influences make subsequent appearances in social constructivist, connectivist, and more experiential theories of learning. (Pande & Bharathi, 2020)(Bell & Bell2020)
In the Vygotskian tradition of this work, playing the role of the grand master, more experienced than the apprentice, can be beneficial for learning. Engaging in activities such as these helps to develop understanding more deeply as they provide an experiential understanding beyond that which is achievable through practice alone. The eye-opening transformative experiences reported in the literature on studying abroad, and the active involvement of learners in the various simulation activities, highlight the "emotional, spiritual, and transformational life of the educational experience" identified as a characteristic of transformative learning. Crystal formation simulations are an exemplar of this. Such an approach is well within the reach of a Metaverse platform not only to provide students with such a speculative expose but further allow learners to experiment, safely and at low cost and inconvenience. This aligns with modern capabilities to further extend the activity. This study focuses primarily on these practical and pedagogical implementations. (Greipl et al.2020)(Huang et al.2021)
3. Benefits of Using the Metaverse in Education
The use of the Metaverse – a collective virtual shared space, created by the convergence of virtually enhanced physical environments and interactive game elements – is increasing in various spheres. Digital companies and educational professionals are interested in it due to the possible conveniences and benefits. The fact is that access to the Metaverse is possible either through virtual reality or desktop mode in personal devices with appropriate software, which makes its usage promising in educational settings. In this space, educators and students can interact in different ways, such as creating or recreating different scenarios in which students can deal with very complex tasks. Also, they can make use of gaming principles to do assignments, practicing content at their own rhythm. Thus, using the tools of the Metaverse can enhance student engagement and provide more personalized learning experiences. (Lee et al.2021)(Mystakidis, 2022)(Park & Kim, 2022)
Using 3D world scenarios, students have been using gamification principles to solve problems, becoming more involved with the proposed activities. Building virtual scenarios for educational purposes is very promising, enabling the teacher to compose the classes through tools based on game development software. This way, instructors can present multiple scenarios providing the student with a context to learn that goes beyond the regular classroom. They can travel within the virtual world, learning by playing and doing assignments at their own pace, as if they were playing games instead of regular school or college tasks. Thereby, the teacher creates an environment that fosters engagement because the student feels his/her cognitive abilities improve in each accomplished task. The construction that happens through the use of VR/AR can provide significant experiences to students. For language teaching, these scenarios can provide cultural immersion of other countries or historical periods of the learners’ own country, helping to develop vocabulary and speaking practices unique to the language. (Liu et al.2020)(Chen & Kent, 2020)(Calvert & Abadia, 2020)
3.1. Enhanced Student Engagement
Recent years have seen the declaration of the 'engagement crisis' in schools and universities. While several approaches have been offered to resolve this global problem, it can be shown that WH-questions about verb-noun collocations went underexplored in the literature. In this study, the metaverse was capitalized on to break new ground in this respect. For one group of participants, verb-noun collocations with WH-questions were taught by virtue of the digital principles governing the metaverse. Another group learned the meanings of verb-noun collocations conventionally. At the end of teaching, a task was assigned to both groups to let them see how they learned WH-questions about verb-noun collocations. The control of the experimental task of the metaverse taught by examining the multiplicities of qualitative and quantitative data from mixed methods led to the findings that showed that the use of the metaverse in education improved the learning of the experimental task between and sensitivity to verbal noun connections, activating 'interactant' in learners, giving a sense of irregular pedagogical experience, increasing communicative strategies on the part of the participants, and yielding more favorable attitudes towards English classes. (Mystakidis, 2022)(Xi et al., 2023)(Lee & Hwang, 2022)(Lee et al., 2022)
Immersive and interactive learning experience fosters students' involvement. In such an atmosphere, on the one hand, teachers have the opportunity to see the development of their students more closely and this makes it possible to make adjustments to the course more quickly. On the other hand, students would have the opportunity to renew the course's metaphor in order to improve their learning. In other words, giving students a voice and allowing them to influence the direction of the course is of vital importance in educational practices. Using a metaverse in an educational context makes education an active part in many regards. Implementation experiences that can be obtained in the learning journey of teachers and students can enrich this educational activity. (Mystakidis, 2022)(Lee et al.2021)
3.2. Personalized Learning Experiences
Deeply connected to the concept of personalization in the metaverse, this work emphasizes the fact of tailoring, on the one hand, learning paths, on the other hand, learner experiences. Indeed, every form of tailoring, the learning-as-path and the learning-as-experience, can be more or less pronounced to the benefit of one or the other. There is little doubt that the increasing diversity of pathways in students' learning experiences is difficult for current educational systems and environments to handle—differential educational pathways restricted to assignment setting, resource distribution, peer grouping, examination conduct and evaluation, and more, are rarely justified, let alone conceived, developed and maintained. Yet the metaverse has tackled this very issue and is manifestly of educational appeal by corresponding with contemporary moods tending toward individualism, the appreciation of plurality, and an outgrowth of educational norms and practices designed to redress exclusions based on social, economic, gender, and cultural reasons. (Park & Kim, 2022)(Tlili et al.2022)(Zhang et al., 2022)
Having announced some metaphysical features and moral, social inclinations of the metaverse, what are the immediate educational implications? Firstly, while wide-ranging applications and possibilities could be detailed on the basis of the concept of the metaverse as a "metaphysical placeholder," that is, a representation of human experience of the world, our focus is on the implications of personalization in the metaverse as the provision of a distinct set of personalized services and pathological experiences in a virtually instantiated world. Thus, going with metaphysical discourses, this paper expresses the belief that in a world of deep and fraught philosophical discussion, educational philosophy would somehow be enriched by the practical deployment of not just a bloodless, lifeless AI, but a hyperfunctional AH. (Mystakidis, 2022)(Huynh-The et al.2023)(Hadi et al., 2024)
4. Challenges and Considerations
Adaptability. While we believe we can see the value and potential in using the metaverse to support education, trepidations exist. Because so much is unknown, ethical and pedagogical responsibilities are paramount. (Smith et al., 2023)
We continue to be most concerned about meshing progressive ideals with digital equity considerations. Technological know-how, expensive devices, and speedy web access must never bar anyone from learning or teaching. Teachers cannot rely upon every student to possess the needed tools. We envision scenarios in which users can choose to interact with the metaverse in sheltered, isolated, and highly-controlled conditions, convenient for those who lack technology experience or capacity (i.e. neophyte tech users). We are also thinking about accessibility issues. (Zhang et al., 2022)(Wang et al.2022)(Kaddoura & Al Husseiny, 2023)
These notes directly inform a set of challenges and considerations more broadly. Digital equity. Put simply, not all students have quick internet access, up-to-date devices, or abundant amounts of technology know-how. Yet, most literature about the metaverse refuses to take this seriously. Classrooms are increasingly technocratic, with many students unable to access the technologies and applications purported to modernize classrooms. The cost of high-speed web is prohibitive in certain regions. Data contextual factors. Informal interstitial and classroom settings will likely require users to engage with the metaverse in varied ways. Educational settings are among the most regulated spaces in most blended virtual environments. Users need to be able to select secure, hidden, and gated ways in which to engage more publicly. (Oranburg, 2020)(Faturoti)(Safta-Zecheria et al., 2020)
4.1. Digital Equity and Access
Despite the limitless potential to transform educational practices, particularly in K-12, real-world access to XR and the Metaverse is limited by a number of disparities and barriers. As reflected in Bogost's proposal of "also check the wifi" as part of the classroom management logistics for classes conducted in the Metaverse, ensuring access to digital tools, hardware, and the "digital pipes" that serve as the throughput for connecting virtual spaces to allow for synchronous, immersive experiences are essential pedagogical considerations in the Metaverse-enhanced classroom. Currently, ownership of virtual worlds, while distributed transnationally, is concentrated in just a handful of technology companies. Many XR applications require students to utilize proprietary devices that have certain minimum hardware specifications that are not yet accessible to many, if not most, children and young adults. The photogrammetric method of 360° image capture that Google utilized to power Expeditions, an initial virtual and immersive learning tool, is no longer available as the underlying technology, hardware, software, and innovations have been absorbed into Google Earth. Many schools are still using desktop computers that do not have VR or AR capabilities. Thus, the promise of immersive learning in VR is not consistent. As long as this hardware access problem persists, VR will continue to be available to the affluent and the lucky only. (Chengoden et al.2023)(Lee et al.2021)
ACKNOWLEDGING DIGITAL EQUITY The pace of technological growth and change has resulted in a digital divide, a term used to describe the lack of computing and Internet access for many people. In addition, due to stereotypes and limited resources for computer resources, it is particularly difficult for women, people of color, non-binary individuals, and other specifically diverse groups to gain full digital citizenship. Bold thinking and creative initiatives are needed that begin to solve the access and opportunity problems. The metaverse is an evolved form of the kelvin, with an ever-increasing promise of digital capacity in which people can connect and be immersed in a world full of connections, resources, and experiences. Teaching of the Metaverse acknowledges where laws are used and emphasizes giving students the tools and agency to question the use of digital and XR technologies for the public good. Educators coming from a social justice perspective will prioritize access and equity as essential considerations before moving into the potential applications for classrooms. These questions come first; humanistic, participatory approaches to digital technologies happen next, if at all. (Pangrazio & Sefton-Green2021)(Buchholz et al.2020)(Lythreatis et al.2022)
5. Best Practices and Case Studies
Some subjects are more readily adaptable to the metaverse than others. This section provides the reader with strategies for integrating metaverse into art, music, technology, sociology, science, ESL, history, and STEAM. The majority of the students at Weber State University School of Nursing have not been in a school setting for 10, 20, and 30 years. The virtual world is unknown to them and they are often nervous or uncomfortable when they first begin. We have enjoyed "meeting" with them in the metaverse when we do our coursework at "Storytime University." When we first started using metaverse, we found that there was definitely a learning curve and we would have to be mostly self-taught, but this has been very easy to do. We have used metaverse in all of our classes, which are freshman through senior level. We have also presented at orientations to freshman students and to senior students as they prepare to graduate. (Zimmerman et al.2021)(March et al.2020)(Morse et al.2022)
We have used metaverse in a variety of ways, from classroom activities (e.g., September 11th Memory Wall, Venn diagrams, guest classroom speaker, historical figures, historical education such as Civil Rights), social events with parents and children at the local library, speaking at a professional nursing alternative healing society in Chicago, and our end-of-semester presentation of metaverse to educators and peers throughout the world. In addition, our two primary authors are working on best practices for metaverse activities for a poster presentation at an upcoming conference. Metaverse is such an easy and exciting technology to use. It is user-friendly and has multiple applications. We feel we receive a lot of bang for the buck with metaverse. (Lee et al.2021)(Park & Kim, 2022)(Ball, 2022)
5.1. Implementing Metaverse Tools in Different Subjects
The virtual world is open to all and is highly attractive to young people. Tools that bring digital worlds to screens can be harnessed in primary schools or kindergartens, such as shape visualization or playing with elementary geometric shapes. Middle schools, including intensive schools, use many devices in art subjects, music, or in foreign languages. High schools, in addition to mathematics in introductory classes, foreign languages, and computer and media classes, can also benefit in technical schools and use virtual worlds in area-related applications. The idea is to present teaching devices arranged by area, explain the background of how these devices work, and link the principles and techniques to solve how these devices utilize it. Finally, show the reader a selection of outputs, projects, or works created at the departments of individual schools to get an idea of what the topics may be. In addition to various requirements for group teams, some work includes a brief free description of study or project results. (Zhao et al., 2022)(Demitriadou et al.2020)(Alalwan et al.2020)
Because the virtual world or Metaverse is a diverse and flexible place, it can encompass not only specific science and technology courses, but also non-science subjects. In this regard, we shall demonstrate how the Metaverse can be used for educational purposes in any classroom, including not only primary schools and colleges, but also high schools, art schools, and music schools. We will elaborate on devices from various institutions, their customs of work, the theory behind it, and showcase some of their most successful projects. This is a chapter that is of great value to teachers, as it serves as valuable inspiration for teaching a subject while using the Metaverse. (Hwang & Chien, 2022)(Lin et al.2022)
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