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The Role of Metaverse Technology in Education: A Systematic Review of Opportunities, Challenges, and Educational Potential

Year 2024, Volume: 14 Issue: 2, 360 - 375, 31.08.2024
https://doi.org/10.19126/suje.1376341

Abstract

This study investigates the application of the metaverse in educational settings, focusing on its development, implementation, and impact on learning outcomes. Employing a systematic literature review methodology, the research meticulously followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines to ensure a comprehensive and unbiased collection of data. Searches were conducted on major databases including Web of Science and Scopus, covering literature from January 2007 to June 2023. Consequently, a comprehensive bibliometric review was executed, harnessing the repositories of Web of Science (WoS) and Scopus. In pursuit of a comprehensive educational objective, the approach eschewed the imposition of restrictions pertaining to time frames, pedagogical stratification, or subject-specific criteria. Given the novelty of the metaverse topic and considering the inclusionary and exclusionary parameters, a compilation of 17 scholarly pieces was critically evaluated. The results elucidate the metaverse's intrinsic capacity to augment and revolutionize pedagogy, fostering elevated educational yields and bolstering student involvement and enthusiasm. The study categorizes the primary aims of metaverse applications in education, which include the development of virtual worlds, creation of specific educational tools such as avatars and virtual labs, and pedagogical innovations tailored for immersive environments. Key findings suggest that the educational metaverse fosters significant improvements in student engagement and collaboration, enhances digital proficiency, and supports diverse pedagogical approaches. Despite these advantages, challenges related to technological integration, accessibility, and the scalability of findings due to small sample sizes were identified. The study underscores the need for future research to expand on methodological diversity and larger participant groups to validate and generalize the results across different educational contexts. This research contributes to the academic discourse by providing a detailed overview of the current state of metaverse utilization in education, highlighting both its potential and limitations. The findings aim to guide future studies and inform educational practices and policy-making in integrating virtual reality technologies.

References

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  • Aksnes, D.W., & Sivertsen, G. (2019). A criteria-based assessment of the coverage of Scopus and Web of Science. Journal of Data and Information Science, 4(1), 1-21. https://doi.org/10.2478/jdis-2019-0001
  • Anastasiadis, T., Lampropoulos, G., & Siakas, K. (2018). Digital game-based learning and serious games in education. International Journal of Advances in Scientific Research and Engineering, 4(12), 139–144. http://doi.org/10.31695/IJASRE.2018.33016
  • Barab, S., & Dede, C. (2007). Games and immersive participatory simulations for science education: An emerging type of curricula. Journal of Science Education and Technology, 16(1), 1–3. https://doi.org/10.1007/s10956-007-9043-9
  • Baynat, M. M. E., & López, S. M. (2020). La machinima entrevista de trabajo/entretien d’embauche: Une ressource numérique pour l’apprentissage de la langue française en contexte universitaire [The Job Interview/Job Interview Machine: A Digital Resource for Learning French in an Academic Context]. Synergies Europe, 15, 163–179. Retrieved from https://gerflint.fr/Base/Europe15/Baynat_lopez.pdf
  • Billingsley, G., Smith, S., Smith, S., & Meritt, J. (2019). A systematic literature review of using immersive virtual reality technology in teacher education. Journal of Interactive Learning Research, 30(1), 65–90. Retrieved from https://www.learntechlib.org/primary/p/176261/
  • Calongne, C., Sheehy, P., & Stricker, A. (2013). Gemeinschaft identity in a gesellschaft metaverse. In The immersive internet (pp. 180–191). Palgrave Macmillan UK.
  • Castronova, E. (2001). Virtual worlds: A first-hand account of market and society on the cyberian frontier. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.294828
  • Chen, D., & Zhang, R. (2022). Exploring research trends of emerging technologies in health metaverse: A bibliometric analysis. Social Science Research Network, 5, 1-32. https://dx.doi.org/10.2139/ssrn.3998068
  • Choi, H., & Kim, S. (2017). A content service deployment plan for metaverse museum exhibitionscentering on the combination of beacons and HMDs. International Journal of Information Management, 37(1), 1519–1527. https://doi.org/10.1016/j.ijinfomgt.2016.04.017
  • Collins, C. (2008). Looking to the future: Higher education in the metaverse. Educause Review, 43(5), 51–63. Retrieved from https://www.learntechlib.org/p/102249/
  • Colomo-Magaña, E., Cívico-Ariza, A., Ruiz-Palmero, J., & Sánchez-Rivas, E. (2021). Problematic use of ICTS in trainee teachers during COVID-19: A sex-based analysis. Contemporary Educational Technology, 13(4), ep314. https://doi.org/10.30935/cedtech/10988
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  • Dı́az, J. E. M., Saldaña, C., & Avila, C. (2020). Virtual world as a resource for hybrid education. International Journal of Emerging Technologies in Learning (iJET), 15(15), 94–109. Retrieved from https://www.learntechlib.org/p/217986/
  • Falchuk, B., Loeb, S., & Neff, R. (2018). The social metaverse: Battle for privacy. IEEE Technology and Society Magazine, 37(2), 52–61. https://doi.org/10.1109/MTS.2018.2826060
  • Hew, K. F., Lan, M., Tang, Y., Jia, C., & Lo, C. K. (2019). Where is the “theory” within the field of educational technology research?. British Journal of Educational Technology, 50(3), 956-971. https://doi.org/10.1111/bjet.12770
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  • Lampropoulos, G., Barkoukis, V., Burden, K., & Anastasiadis, T. (2021). 360-degree video in education: An overview and a comparative social media data analysis of the last decade. Smart Learning Environments, 8(1), 20. https://doi.org/10.1186/s40561-021- 00165-8
  • Lampropoulos, G., Keramopoulos, E., Diamantaras, K., & Evangelidis, G. (2022). Augmented reality and gamification in education: A systematic literature review of research, applications, and empirical studies. Applied Sciences, 12(13), 6809. https://doi.org/10.3390/app12136809
  • Lee, J. Y. (2021). A study on metaverse hype for sustainable growth. International journal of advanced smart convergence, 10(3), 72-80. Retrieved from https://koreascience.kr/article/JAKO202128054633800.page
  • Lemos, A. (2007). Ciberespaço e tecnologias móveis: Processos de territorialização e desterritorialização na cibercultura. Imagem, Visibilidade e Cultura Midiática [Cyberspace and mobile technologies: Processes of territorialization and deterritorialization in cyberculture. Image, Visibility and Media Culture]. Livro Da XV COMPÓS. Porto Alegre: Sulina, 277–293. Retrieved from https://www.academia.edu/download/79345058/Ciberespao_e_Tecnologias_Mveis._Processo20220122-29707-nfezhs.pdf
  • López-Belmonte, J., Moreno-Guerrero, A.-J., López-Núñez, J.-A., & Pozo-Sánchez, S. (2021). Scientific production of flipped learning and flipped classroom in Web of Science. Texto Livre: Linguagem E Tecnologia, 14(1), 1-26. Retrieved from https://www.scielo.br/j/tl/a/MFgdJ4VY85Y5BvpNpfCPDQt/?lang=en
  • López-Belmonte, J., Pozo-Sánchez, S., Lampropoulos, G., & Moreno-Guerrero, A.J. (2022). Design and validation of a questionnaire for the evaluation of educational experiences in the metaverse in Spanish students (METAEDU). Heliyon, 8(11), 1-13. Retrieved from https://www.cell.com/heliyon/fulltext/S2405-8440(22)02652-4
  • Márquez, I. (2010). La simulación como aprendizaje: Educación y mundos virtuales. Documento Presentado En El II Congreso Internacional de Comunicación, 3, 1–11. https://doi.org/10.6018/red.511421
  • Moreno-Guerrero, A., Soler-Costa, R., Marín-Marín, J., & López-Belmonte, J. (2021). Flipped learning and good teaching practices in secondary education. Comunicar, 29(68), 107-117. Retrieved from https://digibug.ugr.es/handle/10481/70997
  • Mystakidis, S., Christopoulos, A. & Pellas, N. (2022). A systematic mapping review of augmented reality applications to support STEM learning in higher education. Education and Information Technologies, 27, 1883–1927. https://doi.org/10.1007/s10639-021-10682-1
  • Narin, N. G. (2021). A content analysis of the metaverse articles. Journal of Metaverse, 1(1), 17-24. Retrieved from https://dergipark.org.tr/en/pub/jmv/issue/67581/1051382
  • Nurhidayah, N. N., Halim, N., & Basri, M. (2020). Analyzing student’s learning outcome using systemic approach. Asian EFL Journal Research Articles, 27(4), 230–247. Retrieved from https://www.asian-efl-journal.com/monthly-editions-new/2020-monthly-editions/volume-27-issue-4-1-october-2020/index.htm
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  • Pan, Z., Cheok, A. D., Yang, H., Zhu, J., & Shi, J. (2006). Virtual reality and mixed reality for virtual learning environments. Computers & Graphics, 30(1), 20–28. https://doi.org/10.1016/j.cag.2005.10.004
  • Park, S. M., & Kim, Y. G. (2022). A Metaverse: Taxonomy, components, applications, and open challenges. IEEE Access, 10, 4209-4251. https://doi.org/10.1109/ACCESS.2021.3140175
  • Park, S., Min, K., & Kim, S. (2021). Differences in learning motivation among bartle’s player types and measures for the delivery of sustainable gameful experiences. Sustainability, 13(16), 9121. https://doi.org/10.3390/su13169121
  • Pozo-Sánchez, S., López-Belmonte, J., Fuentes-Cabrera, A., & López-Núñez, J. A. (2021). Aplicación trietápica del flipped learning en el área de las ciencias. Campus Virtuales, 10(1), 35-47. Retrieved from http://www.uajournals.com/ojs/index.php/campusvirtuales/article/view/714/428
  • PRISMA (2020). Transparent reporting of systematic reviews and meta-analyses. Retrieved from http://www.prisma-statement.org/PRISMAStatement/PRISMAStatement
  • Ratten, V., & Jones, P. (2021). Covid-19 and entrepreneurship education: Implications for advancing research and practice. The International Journal of Management Education, 19(1), 1-10. https://doi.org/10.1016/j.ijme.2020.100432
  • Reisoğlu, I., Topu, B., Yılmaz, R., Yılmaz, T. K., & Göktaş, Y. (2017). 3D virtual learning environments in education: A meta-review. Asia Pacific Education Review, 18(1), 81–100. https://doi.org/10.1007/s12564-016-9467-0
  • Reyes, C. E. G. (2020). Percepción de estudiantes de bachillerato sobre el uso de metaverse en experiencias de aprendizaje de realidad aumentada en matemáticas [High school students' perceptions about the use of metaverse in augmented reality learning experiences in mathematics]. Pixel-Bit, Revista de Medios y Educación, 58, 143–159. Retrieved from https://redined.educacion.gob.es/xmlui/handle/11162/199075
  • Rodríguez-García, A.-M., Moreno-Guerrero, A.-J., & López-Belmonte, J. (2020). Nomophobia: An Individual’s Growing Fear of Being without a Smartphone—A Systematic Literature Review. International Journal of Environmental Research and Public Health, 17(2), 1-19. https://doi.org/10.3390/ijerph17020580
  • Rospigliosi, P. A. (2022). Metaverse or Simulacra? Roblox, Minecraft, Meta and the turn to virtual reality for education, socialisation and work. Interactive Learning Environments, 30(1), 1-3. https://doi.org/10.1080/10494820.2022.2022899
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Year 2024, Volume: 14 Issue: 2, 360 - 375, 31.08.2024
https://doi.org/10.19126/suje.1376341

Abstract

References

  • Abbate, S., Centobelli, P., Cerchione, R., Oropallo, E., & Riccio, E. (2022, April). A first bibliometric literature review on Metaverse. In 2022 IEEE Technology and Engineering Management Conference (pp. 254-260). IEEE.
  • Aksnes, D.W., & Sivertsen, G. (2019). A criteria-based assessment of the coverage of Scopus and Web of Science. Journal of Data and Information Science, 4(1), 1-21. https://doi.org/10.2478/jdis-2019-0001
  • Anastasiadis, T., Lampropoulos, G., & Siakas, K. (2018). Digital game-based learning and serious games in education. International Journal of Advances in Scientific Research and Engineering, 4(12), 139–144. http://doi.org/10.31695/IJASRE.2018.33016
  • Barab, S., & Dede, C. (2007). Games and immersive participatory simulations for science education: An emerging type of curricula. Journal of Science Education and Technology, 16(1), 1–3. https://doi.org/10.1007/s10956-007-9043-9
  • Baynat, M. M. E., & López, S. M. (2020). La machinima entrevista de trabajo/entretien d’embauche: Une ressource numérique pour l’apprentissage de la langue française en contexte universitaire [The Job Interview/Job Interview Machine: A Digital Resource for Learning French in an Academic Context]. Synergies Europe, 15, 163–179. Retrieved from https://gerflint.fr/Base/Europe15/Baynat_lopez.pdf
  • Billingsley, G., Smith, S., Smith, S., & Meritt, J. (2019). A systematic literature review of using immersive virtual reality technology in teacher education. Journal of Interactive Learning Research, 30(1), 65–90. Retrieved from https://www.learntechlib.org/primary/p/176261/
  • Calongne, C., Sheehy, P., & Stricker, A. (2013). Gemeinschaft identity in a gesellschaft metaverse. In The immersive internet (pp. 180–191). Palgrave Macmillan UK.
  • Castronova, E. (2001). Virtual worlds: A first-hand account of market and society on the cyberian frontier. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.294828
  • Chen, D., & Zhang, R. (2022). Exploring research trends of emerging technologies in health metaverse: A bibliometric analysis. Social Science Research Network, 5, 1-32. https://dx.doi.org/10.2139/ssrn.3998068
  • Choi, H., & Kim, S. (2017). A content service deployment plan for metaverse museum exhibitionscentering on the combination of beacons and HMDs. International Journal of Information Management, 37(1), 1519–1527. https://doi.org/10.1016/j.ijinfomgt.2016.04.017
  • Collins, C. (2008). Looking to the future: Higher education in the metaverse. Educause Review, 43(5), 51–63. Retrieved from https://www.learntechlib.org/p/102249/
  • Colomo-Magaña, E., Cívico-Ariza, A., Ruiz-Palmero, J., & Sánchez-Rivas, E. (2021). Problematic use of ICTS in trainee teachers during COVID-19: A sex-based analysis. Contemporary Educational Technology, 13(4), ep314. https://doi.org/10.30935/cedtech/10988
  • Daniel, S.J. (2020). Education and the COVID-19 pandemic. Prospects, 49, 91-96. https://doi.org/10.1007/s11125-020-09464-3
  • Dillenbourg, P., Schneider, D., Synteta, P., & others. (2002). Virtual learning environments. Proceedings of the 3rd Hellenic Conference Information & Communication Technologies in Education, 3–18.
  • Dı́az, J. E. M., Saldaña, C., & Avila, C. (2020). Virtual world as a resource for hybrid education. International Journal of Emerging Technologies in Learning (iJET), 15(15), 94–109. Retrieved from https://www.learntechlib.org/p/217986/
  • Falchuk, B., Loeb, S., & Neff, R. (2018). The social metaverse: Battle for privacy. IEEE Technology and Society Magazine, 37(2), 52–61. https://doi.org/10.1109/MTS.2018.2826060
  • Hew, K. F., Lan, M., Tang, Y., Jia, C., & Lo, C. K. (2019). Where is the “theory” within the field of educational technology research?. British Journal of Educational Technology, 50(3), 956-971. https://doi.org/10.1111/bjet.12770
  • Hughes, J., Thomas, R., & Scharber, C. (2006). Assessing technology integration: The RAT–replacement, amplification, and transformation-framework. Society for Information Technology & Teacher Education International Conference, 1616–1620.
  • Jackman, J. A., Gentile, D. A., Cho, N. J., & Park, Y. (2021). Addressing the digital skills gap for future education. Nature Human Behaviour, 5(5), 542-545. https://doi.org/10.1038/s41562-021-01074-z
  • Januszewski, A., & Molenda, M. (2013). Educational technology: A definition with commentary. Routledge.
  • Lampropoulos, G., Barkoukis, V., Burden, K., & Anastasiadis, T. (2021). 360-degree video in education: An overview and a comparative social media data analysis of the last decade. Smart Learning Environments, 8(1), 20. https://doi.org/10.1186/s40561-021- 00165-8
  • Lampropoulos, G., Keramopoulos, E., Diamantaras, K., & Evangelidis, G. (2022). Augmented reality and gamification in education: A systematic literature review of research, applications, and empirical studies. Applied Sciences, 12(13), 6809. https://doi.org/10.3390/app12136809
  • Lee, J. Y. (2021). A study on metaverse hype for sustainable growth. International journal of advanced smart convergence, 10(3), 72-80. Retrieved from https://koreascience.kr/article/JAKO202128054633800.page
  • Lemos, A. (2007). Ciberespaço e tecnologias móveis: Processos de territorialização e desterritorialização na cibercultura. Imagem, Visibilidade e Cultura Midiática [Cyberspace and mobile technologies: Processes of territorialization and deterritorialization in cyberculture. Image, Visibility and Media Culture]. Livro Da XV COMPÓS. Porto Alegre: Sulina, 277–293. Retrieved from https://www.academia.edu/download/79345058/Ciberespao_e_Tecnologias_Mveis._Processo20220122-29707-nfezhs.pdf
  • López-Belmonte, J., Moreno-Guerrero, A.-J., López-Núñez, J.-A., & Pozo-Sánchez, S. (2021). Scientific production of flipped learning and flipped classroom in Web of Science. Texto Livre: Linguagem E Tecnologia, 14(1), 1-26. Retrieved from https://www.scielo.br/j/tl/a/MFgdJ4VY85Y5BvpNpfCPDQt/?lang=en
  • López-Belmonte, J., Pozo-Sánchez, S., Lampropoulos, G., & Moreno-Guerrero, A.J. (2022). Design and validation of a questionnaire for the evaluation of educational experiences in the metaverse in Spanish students (METAEDU). Heliyon, 8(11), 1-13. Retrieved from https://www.cell.com/heliyon/fulltext/S2405-8440(22)02652-4
  • Márquez, I. (2010). La simulación como aprendizaje: Educación y mundos virtuales. Documento Presentado En El II Congreso Internacional de Comunicación, 3, 1–11. https://doi.org/10.6018/red.511421
  • Moreno-Guerrero, A., Soler-Costa, R., Marín-Marín, J., & López-Belmonte, J. (2021). Flipped learning and good teaching practices in secondary education. Comunicar, 29(68), 107-117. Retrieved from https://digibug.ugr.es/handle/10481/70997
  • Mystakidis, S., Christopoulos, A. & Pellas, N. (2022). A systematic mapping review of augmented reality applications to support STEM learning in higher education. Education and Information Technologies, 27, 1883–1927. https://doi.org/10.1007/s10639-021-10682-1
  • Narin, N. G. (2021). A content analysis of the metaverse articles. Journal of Metaverse, 1(1), 17-24. Retrieved from https://dergipark.org.tr/en/pub/jmv/issue/67581/1051382
  • Nurhidayah, N. N., Halim, N., & Basri, M. (2020). Analyzing student’s learning outcome using systemic approach. Asian EFL Journal Research Articles, 27(4), 230–247. Retrieved from https://www.asian-efl-journal.com/monthly-editions-new/2020-monthly-editions/volume-27-issue-4-1-october-2020/index.htm
  • Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., ... & Moher, D. (2021). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. BMJ, 372(71), 1-9. https://doi.org/10.1136/bmj.n71
  • Pan, Z., Cheok, A. D., Yang, H., Zhu, J., & Shi, J. (2006). Virtual reality and mixed reality for virtual learning environments. Computers & Graphics, 30(1), 20–28. https://doi.org/10.1016/j.cag.2005.10.004
  • Park, S. M., & Kim, Y. G. (2022). A Metaverse: Taxonomy, components, applications, and open challenges. IEEE Access, 10, 4209-4251. https://doi.org/10.1109/ACCESS.2021.3140175
  • Park, S., Min, K., & Kim, S. (2021). Differences in learning motivation among bartle’s player types and measures for the delivery of sustainable gameful experiences. Sustainability, 13(16), 9121. https://doi.org/10.3390/su13169121
  • Pozo-Sánchez, S., López-Belmonte, J., Fuentes-Cabrera, A., & López-Núñez, J. A. (2021). Aplicación trietápica del flipped learning en el área de las ciencias. Campus Virtuales, 10(1), 35-47. Retrieved from http://www.uajournals.com/ojs/index.php/campusvirtuales/article/view/714/428
  • PRISMA (2020). Transparent reporting of systematic reviews and meta-analyses. Retrieved from http://www.prisma-statement.org/PRISMAStatement/PRISMAStatement
  • Ratten, V., & Jones, P. (2021). Covid-19 and entrepreneurship education: Implications for advancing research and practice. The International Journal of Management Education, 19(1), 1-10. https://doi.org/10.1016/j.ijme.2020.100432
  • Reisoğlu, I., Topu, B., Yılmaz, R., Yılmaz, T. K., & Göktaş, Y. (2017). 3D virtual learning environments in education: A meta-review. Asia Pacific Education Review, 18(1), 81–100. https://doi.org/10.1007/s12564-016-9467-0
  • Reyes, C. E. G. (2020). Percepción de estudiantes de bachillerato sobre el uso de metaverse en experiencias de aprendizaje de realidad aumentada en matemáticas [High school students' perceptions about the use of metaverse in augmented reality learning experiences in mathematics]. Pixel-Bit, Revista de Medios y Educación, 58, 143–159. Retrieved from https://redined.educacion.gob.es/xmlui/handle/11162/199075
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There are 55 citations in total.

Details

Primary Language English
Subjects Instructional Technologies, Educational Technology and Computing
Journal Section Articles
Authors

Gamze Mercan 0000-0001-5515-999X

Zümrüt Varol Selçuk 0000-0001-5015-0291

Early Pub Date August 29, 2024
Publication Date August 31, 2024
Submission Date October 15, 2023
Acceptance Date July 2, 2024
Published in Issue Year 2024 Volume: 14 Issue: 2

Cite

APA Mercan, G., & Varol Selçuk, Z. (2024). The Role of Metaverse Technology in Education: A Systematic Review of Opportunities, Challenges, and Educational Potential. Sakarya University Journal of Education, 14(2), 360-375. https://doi.org/10.19126/suje.1376341