The Metaverse – The Next Big Thing in Education: A Systematic Literature Review

Yıl 2024, Cilt: 53 Sayı: 242, 827 - 854, 01.05.2024

Hasan Tınmaz , Mina Fanea-ıvanovici

https://doi.org/10.37669/milliegitim.1235647

Öz

Eğitimde Metaverse kullanımı, içinde bulunduğumuz teknoloji inovasyon çağında büyük bir gelişme potansiyeline sahip bir alandır. PRISMA'ya uyarlanmış bir metodoloji kullanarak, eğitimde metaverse ile ilgili temel bilimsel üretimin niteliksel sistematik bir literatür taraması uygulanmıştır. Kırk sekiz akademik makale incelenmiş ve altı araştırma sorusu oluşturulmuştur. Verimli olmasına rağmen, araştırma alanının gelişiminin ilk aşamalarında olduğunu ve daha nicel analizlere ihtiyaç olduğunu görmekteyiz. Makale anahtar kelimelerini sanallaştırma, eğitim, teknoloji, kütüphane, araştırma ve diğerleri olmak üzere beş kategoride gruplandırılmış ve makalelerin bulgularından yedi ana tema belirlenmiştir: (i) metaverse'nin genel olarak eğitimdeki yeri, (ii) ) metaverse'nin farklı derslere olası uygulamaları, (iii) metaverse'nin eğitimde doğrudan öğretim desteği, (iv) metaverse'nin eğitimde dolaylı öğretim desteği, (v) başarılı bir metaverse uygulamasının değişkenleri/koşulları eğitim, (vi) eğitimde metaverse'nin olası zorlukları, (vii) eğitimde metaverse ile ilgili araştırmaları desteklemek. Son olarak, metaverse için kapsamlı bir tanım önerirken, metaverse'nin eğitimdeki potansiyel uzantılarını ve olası tehditleri tartıştık ve araştırma, uygulama ve politika perspektifinden ana çıkarımları sunulmuştur.

Anahtar Kelimeler

Metaverse, sistematik literatür taraması, eğitim, öğretim, öğretme

The Metaverse – The Next Big Thing in Education: A Systematic Literature Review

Öz

Metaverse utilization in education is an area with a huge potential of development during the current age of technology innovation. Using a PRISMA-adapted methodology, we performed a qualitative systematic literature review of the main scientific production related to metaverse in education. We analyzed 48 academic papers and formulate six research questions. We discovered that, despite fertile, the research area is in its early stages of development and there is a need for more quantitative analyses. We grouped the paper keywords into five categories, which are virtualization, education, technology, library, research and others, and identified seven major themes from the findings of the papers: (i) the place of the metaverse in education in general, (ii) the possible implementations of the metaverse into different courses, (iii) the direct instructional support of the metaverse in education, (iv) the indirect instructional support of the metaverse in education, (v) the variables/conditions of a successful metaverse implementation in education, (vi) the possible challenges of metaverse in education, (vii) encouraging research regarding metaverse in education. Finally, we proposed a more comprehensive definition for the metaverse, discussed potential extensions of metaverse in education and possible threats, and presented the main implications from research, policy and practical perspectives.

Anahtar Kelimeler

Metaverse, systematic literature review, education, instruction, teaching

Destekleyen Kurum

Woosong University

Kaynakça

• Abeles, T. P. (2007). Education unbound. On the Horizon, 15(4), 199-203. doi: 10.1108/10748120710836219 Ayiter, E. (2008). Integrative art education in a metaverse: Ground. Technoetic Arts, 6(1), 41-53. doi: 10.1386/tear.6.1.41_1
• Camilleri, M.A. and Valeri, M. (2021). Thriving family businesses in tourism and hospitality: A systematic review and a synthesis of the relevant literature. Journal of Family Business Management, doi: 10.1108/JFBM-10-2021-0133
• Chau, M., Wong, A., Wang, M., Lai, S., Chan, K. W. Y., Li, T. M. H., … Sung, W. (2013). Using 3D virtual environments to facilitate students in constructivist learning. Decision Support Systems, 56, 115-121. doi: 10.1016/j.dss.2013.05.009
• Chen, Z. (2022). Exploring the application scenarios and issues facing Metaverse technology in education. Interactive Learning Environments, 1–13. https://doi.org/10.1080/10494820.2022.2133148
• Dickey, M. D. (2010). The pragmatics of virtual worlds for K-12 educators: Investigating the affordances and constraints of Active Worlds and Second Life with K-12 in-service teachers. Educational Technology Research and Development, 59(1), 1–20. https://doi.org/10.1007/s11423-010-9163-4
• Dreamson, N., and Park, G. (2023). Metaverse‐Based learning through children’s school space design. International Journal of Art & Design Education, 42(1), 125–138. https://doi.org/10.1111/jade.12449
• Elsayed, W. (2020). Students and the risk of virtual relationships in social media: Improving learning environments. International Journal of Emerging Technologies in Learning (IJET), 15(21), 118. doi: 10.3991/ijet.v15i21.15063
• Fanea-Ivanovici, M., and Pana, M.-C. (2020). From culture to smart culture. How digital transformations enhance citizens’ well-being through better cultural accessibility and inclusion. IEEE Access, 8, 37988-38000. doi: 10.1109/access.2020.2975542
• Hill, V., and Lee, H. (2009). Libraries and immersive learning environments unite in Second Life. Library Hi Tech, 27(3), 338-356. doi: 10.1108/07378830910988487
• Hu-Au, E., and Okita, S. (2021). Exploring differences in student learning and behavior between real-life and virtual reality chemistry laboratories. Journal of Science Education and Technology. doi: 10.1007/s10956-021-09925-0
• Irwin, P., and Coutts, R. (2015). A systematic review of the experience of using Second Life in the education of undergraduate nurses. Journal of Nursing Education, 54(10), 572-577. doi: 10.3928/01484834-20150916-05
• Jarmon, L., Traphagan, T., Mayrath, M., and Trivedi, A. (2009). Virtual world teaching, experiential learning, and assessment: An interdisciplinary communication course in Second Life. Computers & Education, 53(1), 169–182. https://doi.org/10.1016/j.compedu.2009.01.010
• Kshetri, N., Rojas-Torres, D., and Grambo, M. (2022). The Metaverse and higher education institutions. IT Professional, 24(6), 69–73. https://doi.org/10.1109/MITP.2022.3222711
• Lorenzo‐Alvarez, R., Rudolphi‐Solero, T., Ruiz‐Gomez, M. J., and Sendra‐Portero, F. (2019). Game‐based learning in virtual worlds: A multiuser online game for medical undergraduate radiology education within Second Life. Anatomical Sciences Education, 13(5), 602-617. doi: 10.1002/ase.1927
• Merriam-Webster (2021). What is the ‘metaverse’? A real word for a virtual world. https://www.merriam-webster.com/words-at-play/meaning-of-metaverse
• Oladokun, O., and Aina, L. (2011). ODL and the impact of digital divide on information access in Botswana. The International Review of Research in Open and Distributed Learning, 12(6), 157. doi: 10.19173/irrodl.v12i6.1053
• Pasquier, P., Gaudry, S., Tesniere, A., and Mignon, A. (2015). Jeux sérieux et avatars. Bulletin de l’Académie Nationale de Médecine, 199(7), 1153-1164. doi: 10.1016/s0001-4079(19)30849-0
• Schiller, S. Z., Goodrich, K., and Gupta, P. B. (2013). Let them play! Active learning in a virtual world. Information Systems Management, 30(1), 50–62. doi: 10.1080/10580530.2013.739891
• Sidorko, P. E. (2009). Virtually there, almost: Educational and informational possibilities in virtual worlds. Library Management, 30(6/7), 404-418. doi: 10.1108/01435120910982104
• Siyaev, A., and Jo, G.-S. (2021). Towards aircraft maintenance metaverse using speech interactions with virtual objects in mixed reality. Sensors, 21(6), 2066. doi: 10.3390/s21062066
• Steils, N., Tombs, G., Mawer, M., Savin-Baden, M., and Wimpenny, K. (2014). Implementing the liquid curriculum: The impact of virtual world learning on higher education. Technology, Pedagogy and Education, 24(2), 155-170. doi: 10.1080/1475939x.2014.959454
• Tlili, A., Huang, R., Shehata, B., Liu, D., Zhao, J., Metwally, A. H. S., Wang, H., Denden, M., Bozkurt, A., Lee, L.-H., Beyoglu, D., Altinay, F., Sharma, R. C., Altinay, Z., Li, Z., Liu, J., Ahmad, F., Hu, Y., Salha, S., … Burgos, D. (2022). Is Metaverse in education a blessing or a curse: a combined content and bibliometric analysis. Smart Learning Environments, 9(1), 24. https://doi.org/10.1186/s40561-022-00205-x
• Wang, M., Yu, H., Bell, Z., and Chu, X. (2022). Constructing an Edu-Metaverse Ecosystem: A new and innovative framework. IEEE Transactions on Learning Technologies, 15(6), 685–696. https://doi.org/10.1109/TLT.2022.3210828
• Webster, J., and Watson, R. T. (2002). Analyzing the past to prepare for the future: Writing a literature review. MIS Quarterly, 26(2), xiii–xxiii. http://www.jstor.org/stable/4132319
• Wimpenny, K., Savin-Baden, M., Mawer, M., Steils, N., and Tombs, G. (2012). Unpacking frames of reference to inform the design of virtual world learning in higher education. Australasian Journal of Educational Technology, 28(3). https://doi.org/10.14742/ajet.848
• Zhang, X., Chen, Y., Hu, L., and Wang, Y. (2022). The metaverse in education: Definition, framework, features, potential applications, challenges, and future research topics. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1016300
• Abeles, T. P. (2007). Education unbound. On the Horizon, 15 (4), 199-203. https://doi.org/10.1108/10748120710836219
• Abeles, T. P. (2012). Post secondary education: Are we lemmings?. On the Horizon, 20 (2), 99-103. https://doi.org/10.1108/10748121211235741
• Adams, C. A. and Pente, P. (2011). Teachers teaching in the new mediascape: Digital immigrants or ‘natural born cyborgs’?. E-Learning and Digital Media, 8 (3), 247-257. http://dx.doi.org/10.2304/elea.2011.8.3.247
• Ahmad, N. S. H. N., Wan, T. R. and Jiang, P. (2011). Health course module in virtual world. Procedia Computer Science, 3, 1454–1463. https://doi.org/10.1016/j.procs.2011.01.031
• Alenazi, A. M. A., and Shahi, K. K. (2015). Interactive e-learning through second life with blackboard technology. Procedia - Social and Behavioral Sciences, 176, 891 – 897.
• Amorim, T., Tapparo, L., Marranghello, N., Silva, A. C. R., and Pereira, A. (2014). A multiple intelligences theory-based 3D virtual lab environment for digital systems teaching. 14th International Conference on Computational Science, 29, 1413 - 1422.
• Ayiter, E. (2008). Integrative art education in a metaverse: Ground <c>. Technoetic Arts: A Journal of Speculative Research, 6(1), 41–53, https://doi.org/10.1386/tear.6.1.41/1
• Barry, D. M., Ogawa, N., Dharmawansa, A., Kanematsu, H., Fukumura, Y., Shirai, T., Yajima, K., and Kobayashi, T. (2015). Evaluation for students’ learning manner using eye blinking system in metaverse. Procedia Computer Science, 60, 1195 – 1204.
• Barry, D. M., Kanematsu, H., Lawson, M., Nakahira, K., and Ogawa, N. (2017). Virtual STEM activity for renewable energy. Procedia Computer Science, 112, 946–955. https://doi.org/10.1016/j.procs.2017.08.130
• Barry, D. M., Kanematsu, H., Nakahira, K., and Ogawa, N. (2018). Virtual workshop for creative teaching of STEM courses. Procedia Computer Science, 126, 927–936. https://doi.org/10.1016/j.procs.2018.08.027
• Barry, D. M., Kanematsu, H., Ogawa, N., and McGrath, P. (2021). Technologies for teaching during a pandemic. Procedia Computer Science, 192, 1583–1590. https://doi.org/10.1016/j.procs.2021.08.162
• Boulos, M. N. K., Hetherington, L. and Wheeler, S. (2007). Second Life: An overview of the potential of 3-D virtual worlds in medical and health education. Health Information and Libraries Journal, 24, 233–245. https://doi.org/10.1111/j.1471-1842.2007.00733.x
• Carreon, A., Smith, S. J. and Rowland, A. (2020). Augmented reality: Creating and implementing digital classroom supports. Journal of Special Education Technology, 35(2) 109-115. https://doi.org/10.1177/0162643419882423
• Chen, J. C. (2016). The crossroads of English language learners, task-based instruction, and 3D multi-user virtual learning in Second Life. Computers & Education, 102, 152-171. http://dx.doi.org/10.1016/j.compedu.2016.08.004
• Cela-Ranilla, J. M., Esteve-Gonzalez, V., Esteve-Mon, F., Gisbert-Cervera, M. (2014). 3D simulation as a learning environment for acquiring the skill of self-management: An experience involving Spanish university students of education. Journal of Educational Computing Research, 51 (3), 295-309. http://dx.doi.org/10.2190/EC.51.3.b
• Connolly, T. M., Stansfield, M., and Hainey, T. (2011). An alternate reality game for language learning: ARGuing for multilingual motivation. Computers & Education, 57, 1389–1415. https://doi.org/10.1016/j.compedu.2011.01.009
• Crespo, R. G., Escobar, R. F., Aguilar, L. J., Velazco, S., and Sanz, A. G. C. (2013) .Use of ARIMA mathematical analysis to model the implementation of expert system courses by means of free software OpenSim and Sloodle platforms in virtual university campuses. Expert Systems with Applications, 40, 7381–7390. http://dx.doi.org/10.1016/j.eswa.2013.06.054
• Cross, C. (2009). Making games seriously: Creating a peer designed video game for use in library promotion and instruction. Library Review, 58 (3), 215-227. https://doi.org/10.1108/00242530910942063 Dawley, L. (2009). Social network knowledge construction: Emerging virtual world pedagogy. On the Horizon, 17 (2), 109-121.
• DeCusatis, C. (2008). Creating, growing and sustaining efficient innovation teams. Journal Compilation, 17 (2), 155-164. https://doi.org/10.1111/j.1467-8691.2008.00478.x
• Esteve-Mon, F. M., Cela-Ranilla, J. M., and Gisbert-Cervera, M. (2016). ETeach3D: Designing a 3D virtual environment for evaluating the digital competence of preservice teachers. Journal of Educational Computing Research, 54 (6), 816-839. https://doi.org/10.1177/0735633116637191
• Floyd, J. and Frank, I. (2012). New immersive worlds for educators and librarians: Beyond Second Life. Library Hi Tech, 6, 11-15. https://doi.org/10.1108/07419051211277940
• George, C. E. (2020). Percepción de estudiantes de bachillerato sobre el uso de Metaverse en experiencias de aprendizaje de realidad aumentada en matemáticas. Pixel-Bit. Revista de Medios y Educación, 58, 143-159. https://doi.org/10.12795/pixelbit.74367
• Gonzalez-Gonzalez, C., and Blanco-Izquierdo. (2011). Designing social videogames for educational uses. Computers & Education, 58, 250–262. https://doi.org/10.1016/j.compedu.2011.08.014
• Gonzalez, M. M. A., Santos, B. S. N., Vargas, A. R., and Martin-Gutierrez, J. and Orihuela, A. R. (2013). Virtual worlds. Opportunities and challenges in the 21st Century. Procedia Computer Science, 25, 330 – 337. https://doi.org/10.1016/j.procs.2013.11.039
• Grant, S., Huang, H., Pasfield-Neofitou, S. (2014). The Authenticity-Anxiety Paradox: The quest for authentic second language communication and reduced foreign language anxiety in virtual environments. Procedia Technology, 13, 23 – 32. https://doi.org/10.1016/j.protcy.2014.02.005
• Hall, L., Jones, S. J., Aylett, R., Hall, M., Tazzyman, S., Paiva, A. and Humphries, L. (2013). Serious game evaluation as a meta-game. Interactive Technology and Smart Education, 10 (2), 130-146. https://doi.org/10.1108/ITSE-02-2013-0003
• Hill, V. and Lee, H.-J. (2009). Libraries and immersive learning environments unite in Second Life. Library Hi Tech, 27 (3), 338-356. https://doi.org/10.1108/07378830910988487
• Kanematsu, H., Kobayashi, T., Barry, D. M., Fukumura, Y., Dharmawansa, A., and Ogawa, N. (2014). Virtual STEM class for nuclear safety education in metaverse. Procedia Computer Science, 35, 1255 – 1261. https://doi.org/10.1016/j.procs.2014.08.224
• Kanematsu, H., Ogawa, N., Shimizu, A., Shirai, T., Kawaguchi, M., Kobayashi, T., Nakahira, K. T., and Barry, D. M. (2017). Skype discussion for PBL between two laboratories and students biological/psychological responses. Procedia Computer Science, 112, 1730–1736. https://doi.org/10.1016/j.procs.2017.08.200
• Kanematsu, H., Barry, D. M., Shirai, T., Kawaguchi, M., Ogawa, N., Yajima, K., Nakahira, K. T., Kobayashi, T., and Yoshitake, M. (2019). Measurements of eye movement and teachers’ concentration during the preparation of teaching materials. Procedia Computer Science, 159, 1499–1506. https://doi.org/10.1016/j.procs.2019.09.320
• Kanematsu, H., Barry, D. M., Ogawa, N., Suzuki, S., Yajima, K., Nakahira, K. T., Shirai, T., Kawaguchi, M., Kato, T., and Yoshitake, M. (2021). Research activities in materials science and engineering with academic-industrial alliances during the COVID-19 pandemic. Procedia Computer Science, 192, 3722–3728. https://doi.org/10.1016/j.procs.2021.09.146
• Kotsilieris, T., Karetsos, G. T., Anagnostopoulost, I. and Dimopoulo, N. (2015). Interconnecting distributed virtual worlds using Metabots: Performance evaluation against the traditional client-server model. Computer Animation and Virtual Worlds, 26, 549-561. https://doi.org/10.1002/cav.1623
• Lange, E. A. (2018). Transforming transformative education through ontologies of relationality. Journal of Transformative Education, 16(4), 280-301. https://doi.org/10.1177/1541344618786452
• Liu, X., and Zhang, J. (2012). Foreign language learning through virtual communities. Energy Procedia 17, 737 – 740. https://doi.org/10.1016/j.egypro.2012.02.165
• Pellas, N. and Boumpa, A. (2016). Open Sim and Sloodle integration for preservice foreign language teachers’ continuing professional development: A comparative analysis of learning effectiveness using the community of inquiry model. Journal of Educational Computing Research, 54(3) 407–440. https://doi.org/10.1177/0735633115615589
• Pellas, N. and Peroutseas, E. (2016). Gaming in Second Life via Scratch4SL: Engaging high school students in programming courses. Journal of Educational Computing Research, 54 (1), 108–143. https://doi.org/10.1177/0735633115612785
• Pence, H. E. (2007). The homeless professor in second life. Journal of Educational Technology Systems, 36 (2), 171-177. https://doi.org/10.2190/ET.36.2.e
• Salmon, G. (2009). The future for (second) life and learning. British Journal of Educational Technology, 40 (3), 526–538. https://doi.org/10.1111/j.1467-8535.2009.00967.x
• Schaf, F. M., Müller, D., Bruns, F. W., Pereira, C. E., and Erbe, H.-H. (2009). Collaborative learning and engineering workspaces. Annual Reviews in Control, 33, 246–252. https://doi.org/10.1016/j.arcontrol.2009.05.002
• Schmidt, M. M. and Glaser, N. (2021). Piloting an adaptive skills virtual reality intervention for adults with autism: Findings from user-centered formative design and evaluation. Journal of Enabling Technologies, 15 (3), 137-158. https://doi.org/10.1108/JET-09-2020-0037
• Sidorko, P. E. (2009). Virtually there, almost: Educational and informational possibilities in virtual worlds. Library Management, 30 (6/7), 404-418. https://doi.org/10.1108/01435120910982104
• Siyaev, A. and Jo, G.-S. (2021). Towards aircraft maintenance metaverse using speech interactions with virtual objects in mixed reality. Sensors, 21, 2066. https://doi.org/10.3390/s21062066
• Quintana, M. G. B., and Fernandez, S. M. (2015). A pedagogical model to develop teaching skills. The collaborative learning experience in the Immersive Virtual World TYMMI. Computers in Human Behavior, 51, http://dx.doi.org/10.1016/j.chb.2015.03.016
• Tang, Y. (2021). Help first-year college students to learn their library through an augmented reality game. The Journal of Academic Librarianship, 47, 102294.
• Teoh, J. (2012). Pre-service teachers in Second Life: Potentials of simulations. Journal of Educational Technology Systems, 40 (4), 415-441. http://dx.doi.org/10.2190/ET.40.4.g
• Twining, P. (2009). Exploring the educational potential of virtual worlds - Some reflections from the SPP. British Journal of Educational Technology, 40 (3), 496–514. https://doi.org/10.1111/j.1467-8535.2009.00963.x
• Xanthopoulou, D., and Papagiannidis, S. (2012). Play online, work better? Examining the spillover of active learning and transformational leadership. Technological Forecasting & Social Change, 79, 1328–1339. https://doi.org/10.1016/j.techfore.2012.03.006