State of the Art on Education in Immersive Metaverse Environments

Abstract

This article presents the results of a systematic literature review (SLR) that investigates education in the Metaverse. This work provides a detailed analysis of 32 studies that employed immersive Metaverse environments in teaching and learning across various knowledge areas, aiming to understand their objectives, the technological resources involved, and the difficulties and limitations encountered. The analyzed studies primarily focus on investigating phenomena of presence and collaboration and exploring teaching strategies in knowledge areas where practical activities pose constraints for distance learning. Regarding the leading hardware technologies employed, slightly over 41% of the studies utilize Head-Mounted Display (HMD) devices in their tests or developed environments. In comparison, such devices were not mandatory for 59% of the studies. The identified limitations and difficulties encompass technical, legal, health, and well-being aspects. Notably, students and teachers expressed discomfort using HMD devices, accessing proprietary and constantly evolving software, and facing challenges in utilizing and configuring specific equipment and environments. As for research opportunities, it is suggested to investigate the use of the Metaverse in educating individuals with disabilities. Additionally, there is potential for exploring the development of soft skills by students in immersive virtual environments, considering the reported opportunities for interaction and collaboration with individuals from diverse cultures and the potential for solving complex and creative tasks. Lastly, there are possibilities for researching Computer Education in the Metaverse, ranging from adapting virtual environments to creating personalized environments that can leverage the immersive experience as supportive tools for disciplines requiring laboratories and physical equipment.