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 (AR) and virtual reality (VR). Some of them are also looking forward to utilizing Metaverse applications, as they want to benefit from its immersive three-dimensional (3D) capabilities. Therefore, this research critically reviews the extant literature to investigate how, why, where and when the Metaverse can be used for educational purposes. It also discusses about opportunities, challenges and risks related to this disruptive technology.

Methodology: A Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 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 research 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 3D environments as well as by VR applications that could simulate real life situations and provide engaging experiences with virtual representations of people, places and objects. On the other hand, it 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 of sound principles, guidelines and procedures that are intended to safeguard and protect Metaverse users.

Originality: This contribution implies that there is scope for educators to continue developing the Metaverse’s virtual spaces in order to improve their students’ motivations, aptitudes and learning outcomes. It 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, it also raises awareness on possible challenges in the short term as well on other risks associated to the prolonged use of this captivating technology.