The Metaverse in University Education during COVID-19: A Systematic Review of Success Factors
Abstract
The experiences that the COVID-19 pandemic brought led educational institutions to use disruptive technologies that guaranteed continuity of learning in the face of any adverse scenario, ranging from the conceptual to the experiential. This article aims to describe how the metaverse contributed to university education, and through these factors the success of its application was evidenced. For which a systematic review of the literature was developed. The research is exploratory-descriptive level. A total of 738 documents from the Scopus, ERIC, Taylor & Francis, and Google Scholar databases were reviewed, from which 16 articles were finally extracted. The content analysis technique was used through the Atlas Ti software. With this, it was obtained as a result that the type of metaverse used to a greater extent was virtual reality. Likewise, the areas of study in which they were applied to a greater extent are in education: medicine, engineering and administration. In addition, the factors that evidenced the improvement in university education as an effect of the application of the metaverse are academic performance and interaction between students. It is concluded that, given the pandemic scenario and the need to continue the teaching-learning process considering the limitations offered by the virtual modality in which experiential learning is not developed, it led to the development of learning scenarios through the metaverse. However, it will be necessary to reduce the gaps in terms of teaching skills, create teaching scenarios in the virtual world, use and evaluate them permanently.
https://doi.org/10.26803/ijlter.22.5.10
Keywords
Full Text:
PDFReferences
Acevedo-Duque, Á., González-Díaz, R. R., González-Delard, C., & Díaz, L. S. (2021). Teleworking as an emerging strategy in University education in times of pandemic. Social Science Journal, 27(3), 460–476. https://doi.org/10.31876/rcs.v27i3.36782
Aguirre, Y. G. C. (2022). Impact of video games and the pandemic on family communication relationships. Metaverse Journal and Education, 1(1), 19–32. https://metaversoyeducacion.com/index.php/rme/article/view/9
Agustini, K., Putrama, I. M., Wahyuni, D. S., & Mertayasa, I. N. E. (2023). Applying gamification technique and virtual reality for prehistoric learning toward the metaverse. International Journal of Information and Education Technology, 13(2), 247–256. http://doi.org/10.18178/ijiet.2023.13.2.1802
Alfaisal, R., Hashim, H., & Azizan, U. H. (2022). Metaverse system adoption in education: A systematic literature review. Journal of Computers in Education. http://doi.org/10.1007/s40692-022-00256-6
Almarzouqi, A., Aburayya, A., & Salloum, S. A. (2022). Prediction of user’s intention to use metaverse system in medical education: A hybrid SEM-ML learning approach. IEEE Access, 10, 43421–43434. http://doi.org/10.1109/ACCESS.2022.3169285
Alvarado, Y., Jofré, N., Rosas, M., & Guerrero R., (2019). Virtual reality and augmented reality applications to support the teaching of technical drawing. Teaching and Learning of Computer Engineering, 1(9), 65–74. https://dialnet.unirioja.es/servlet/articulo?codigo=7183579
Anacona, J. D., Millán, E. E., & Gómez, C. A. (2019). Application of metaverses and the virtual reality in teaching. Between Science and Engineering, 13(25), 59-67. http://doi.org/10.31908/19098367.4015
Arceo, F. D. B., & Tirado, M. C. B. (2022). Curriculum challenges in times of pandemic: Disruptive innovation and technologies for inclusion and social justice. Electronic Journal of Educational Research, 24(10), 1–12. https://doi.org/10.24320/REDIE.2022.24.E10.4500
Arias, B., & Alexandra, J. (2016). Second life a metaverse world for learning the English language. MSc. Thesis, University of La Sabana , Colombia. http://hdl.handle.net/10818/28512
Bardales, J. M. D. (2021). Scientific research: Its importance in the training of researchers. Latin Science Multidisciplinary Scientific Journal, 5(3), 2385–2386. https://doi.org/10.37811/cl_rcm.v5i3.476
Barráez-Herrera, D. P. (2022). Metaverses in the context of virtual education. Technological-Educational Journal Teachers 2.0, 13(1), 11–19. https://doi.org/10.37843/rted.v13i1.300
Barrera, L. G. M. (2021). Development of an augmented reality mobile application for the Science Museum of the University of La Salle. BS. Thesis, Faculty of Engineering, La Salle University, Colombia. https://ciencia.lasalle.edu.co/ing_automatizacion/802/
Briceño, M. A. M. (2022). Challenges of education and learning in the metaverse. Challenges, 13(1), 7–8. https://doi.org/10.37711/desafios.2022.13.1.368
Buitrago, M., & Yesid, H. (2023). Learning photography through the metaverse Second Life. MSc. Thesis, University of La Sabana, Colombia. http://hdl.handle.net/10818/26263
Cabero-Almenara, J., Vázquez-Cano, E., Villota-Oyarvide, W. R., & López-Meneses, E. (2021). Innovation in the University classroom through augmented reality. Analysis from the perspective of the Spanish and Latin American students. Educare Electronic Journal, 25(3), 1–17. https://doi.org/10.15359/ree.25-3.1
Carrillo J. J. M., & Vera, W. O. Z. (2022). Augmented reality in educational mobile applications. RISTI, (E47), 77–94. https://www.proquest.com/openview/bc45532d2257aa185c29ff8fff6893f0/1.pdf?pq-origsite=gscholar&cbl=1006393
Castellanos-Domínguez, Y. Z., Cruz, M. C., Jiménez, L. T., & Solano, J. A. (2020). Bacteriological contamination in cell phones of health workers in a clinical setting: A systematic review. Duazary, 17(2), 32–44. https://doi.org/10.21676/2389783x.3231
Castro, Y. G., Duran, O. M., & Zamudio M. T. (2021). Disruptive technologies in virtual education. Redipe Newsletter Journal, 10(7), 185–200. https://doi.org/10.36260/rbr.v10i7.1357
Celis, V, & Maria, J. (2016). Digital educational resources based on metaverse to strengthen the learning of design techniques and implementation of residential electrical installations. MSc. Thesis, University of La Sabana, Colombia. http://hdl.handle.net/10818/28241
Chamorro-Atalaya O., Gamarra-Bustillos, C., Alejos-Ipanaque, R., Aquije-Cardenas, G., Medina-Bedón, Y., More-Sánchez, V., Farfán-Aguilar, J., & Zevallos-Vera, E. (2023). Social networks and their contribution in the university educational field: Systematic review. International Journal of Information and Education Technology, 13(2), 399–408. https://doi.org/10.18178/ijiet.2023.13.2.1819
Chamorro-Atalaya O., Morales-Romero, G., Quispe-Andía, A., Quispe-Guía, S., Guía-Altamirano, T., Auqui-Ramos, E., Linares-Sánchez, G., Sandoval-Nizama, G., & Arévalo-Tuesta, J. A. (2023). Contribution of augmented reality in teaching and learning, in the midst of COVID-19: Systematic review. International Journal of Learning, Teaching and Educational Research, 22(2), 302–322. https://doi.org/10.26803/ijlter.22.2.17
Chen, Y., Lin, W., & Chen, G. (2022). On application of metaverse in medical education via platform of medical electronic journals: A case study of Journal of Trauma and Emergency Electronic Version. International Journal of Advanced Scientific Research & Development, 1, 1–19. http://doi.org/10.2139/ssrn.4052566
Climent-Pérez, P., Spinsante, S., Mihailidis, A., & Florez-Revuelta F. (2020). A review on video-based active and assisted living technologies for automated lifelogging. Expert Systems with Applications, 139. https://doi.org/10.1016/j.eswa.2019.112847
Contreras, M. A. (2021). Socio-educational intervention with adolescent offenders: Strategic orientations, areas of application and difficulties. An exploratory-descriptive literature review. Journal of Social Sciences of the Iberoamerican University, 1(2), 1-44. https://doi.org/10.48102/if.2021.v1.n2.36
Cruz, A. I., Hernández, M. M. C. M., Bautista, L. I. C. E. M., & Luna, L. I. E. P. (2022). Use of electronic devices in work activities during the COVID-19 pandemic. Proc. International Research Congress Academia Journals Mexico City 2022. https://static1.squarespace.com/static/55564587e4b0d1d3fb1eda6b/t/63265da8b150c5655765435e/1663458733004/Tomo+03+-
Delgado, W. A., Bautista, K. J. G., & Camacho, L. M. (2021). ICT and its support in University education in time of pandemic: A facto-theoretical foundation. Conrad Journal, 17(78), 201–206. https://conrado.ucf.edu.cu/index.php/conrado/article/view/1665
Díaz, J. E. M. (2020). Virtual world as a complement to hybrid and mobile learning. International Journal of Emerging Technologies in Learning, 15(22), 267–274. http://doi.org/10.3991/ijet.v15i22.14393
Díaz, J. E. M., Saldaña, C. A. D., & Avila, C. A. R. (2020). Virtual world as a resource for hybrid education. International Journal of Emerging Technologies, 15(15), 94–109. https://doi.org/10.3991/ijet.v15i15.13025
Díaz, L. C. S., García, J. E. S., Alvarado, G. del P. P., & Verges I. Y. (2021). Challenges of university education in the face of virtuality in times of the pandemic. Social Science Journal, 27(special 4), 32–48. https://doi.org/10.31876/rcs.v27i.36992
Eguía, R. A. (2014). Systematic review, narrative review or meta-analysis?. Journal of the Spanish Pain Society, 21(6), 359-360. https://dx.doi.org/10.4321/S1134-80462014000600010
Felip, M. J. C. (2023). The metaverse in educational parameters: An ethical reflection. Journal of Neuroeducation, 3(2), 57–73. https://doi.org/10.1344/joned.v3i2.40776
Florido, M., & Oswaldo, E. (2016). Experiential learning of concepts related to electrical energy through a digital educational resource based on metaverses. MSc. Thesis, University of La Sabana, Colombia. http://hdl.handle.net/10818/26110
Gelvis-Salamanca, L. A., Osorio-Caro, C. A., Riaño-Casallas, M. I., & Rojas-Berrio, S. (2021). Guidelines, standards and editorial norms of systematic reviews of the literature in administration. Framework, 17(2), 74–89. https://doi.org/10.18041/1900-3803/entramado.2.7682
George-Reyes, C. E., Ramírez-Montoya, M. S., & López-Caudana, E. O. (2023). Imbrication of the Metaverse in the complexity of education 4.0: Approach from an analysis of the literature. Pixel-Bit, Media and Education Journal, 66, 199–237. https://doi.org/10.12795/pixelbit.97337
Gómez, O. Y. A., Ortiz, O. L. O., & Angulo J. G. M. (2022). The convergence of learnings in the metaverse. Inter-American Journal of Research, Education and Pedagogy. 15(2), 385–398. https://doi.org/10.15332/25005421.7879
González, A. T., & Manjón, B. F. (2022). Didactic and technological trends in a context of the COVID-19 pandemic and post-pandemic. Working Papers, Carolina Foundation, (68), 1–29. https://www.fundacioncarolina.es/wp-content/uploads/2022/06/DT_FC_68.pdf
González, M. D. C. O., Garzón, J. F. P., Carrillo, Y. Q., & Alarcon, J. C. O. (2022). The Metaverse in Higher Education in Mexico. Digital Journal of Information Technologies and Systems, 6(6), 25–31. https://redtis.org/index.php/Redtis/article/view/112
Grijalva, P. K., Cornejo, G. E., Gomez, R. R., Real, K. P., & Fernández, A. (2019). Collaborative tools for systematic reviews. Spaces Journal, 40(25). https://www.revistaespacios.com/a19v40n25/19402509.html
Herrero, C. T. (2023). The metaverse as a marketing space. BS. Thesis, Faculty of Economics & Business, Burgos of University, Spain. http://hdl.handle.net/10259/7400
Hurtado-Chong, G., Bautista-Blanco, L. Y., Martínez-Robles, M. Á. A., & Reyes-Reyes, F. E. (2022). Virtual laboratory of pneumatics in the metaverse for engineering education. Proc. XV Ibero-American Congress of Mechanical Engineering. https://doi.org/10.5944/bicim2022.087
Jovanovi? A., & Milosavljevi?, A. (2022). Vortex metaverse platform for gamified collaborative learning. Electronics (Switzerland), 11(3), 317–337. http://doi.org/10.3390/electronics11030317
Lee, H. J., & Hwang, Y. (2022). Technology-enhanced education through VR-making and metaverse-linking to foster teacher readiness and sustainable learning. Sustainability (Switzerland), 14(8), 1–21. http://doi.org/10.3390/su14084786
Lee, Y., Jung, J. H., Kim, H., Jung, M., & Lee, S. S. (2023). Comparative case study of teamwork on Zoom and Gather. Town. Sustainability (Switzerland), 15(2), 1–19. http://doi.org/10.3390/su15021629
Lepez, C. O. (2022). Metaverse and education: A panoramic review. Metaverse Basic and Applied Research, 1(2), 1–7. http://doi.org/10.56294/mr20222
Li, Y. (2022). The metaverse in the field of games: A systematic review of the literature. MSc. Thesis, Faculty of Economics & Business, Zaragoza of University, Spain, 2022. https://zaguan.unizar.es/record/120302
López-Belmonte, J., Pozo-Sánchez, S., Moreno-Guerrero, A. J., & Lampropoulos, G. (2023). Metaverse in education: A systematic review. RED, 23(73), 1–25. http://doi.org/10.6018/red.511421
Lozano-Durán, A., Rudolphi-Solero, T., Nava-Baro, E., Ruiz-Gómez, M., & Sendra-Portero, F. (2023). Training scientific communication skills on medical imaging within the virtual world second life: Perception of biomedical engineering students. International Journal of Environmental Research and Public Health, 20(3), 1–16. http://doi.org/10.3390/ijerph20031697
Mariscal, G., Jiménez, E., Vivas-Urias, M. D., Redondo-Duarte, S., & Moreno-Pérez, S. (2020). Virtual reality simulation-based learning. Education in the Knowledge Society, 21, 1–15. https://doi.org/10.14201/eks.23004
Martínez, K. S. P., Patiño, I. R., & Mosqueda, S. S. L. (2019). Level of knowledge of Disruptive Technologies in Higher Education in students of the Autonomous University of Nuevo León. VinculaTegica, 1, 527–536. http://www.web.facpya.uanl.mx/Vinculategica/vinculategica_5/45%20PEREZ_RODRIGUEZ_LUNA.pdf
Mendiola, M. S. (2022). The metaverse: The door to a new era of digital education?. Research in Medical Education, 11(42), 5–8. https://doi.org/10.22201/fm.20075057e.2022.42.22436
Moreno, R., & Raúl, N. (2016). Citizenship skills strengthened with a metaverse. M. Sc. Thesis, University of La Sabana, Colombia. http://hdl.handle.net/10818/26178
Mujica-Sequera, R. M. (2022). The metaverse as a transcomplex scenario of technoeducation. Technological-Educational Journal Teachers 2.0, 13(1), 20–28. https://doi.org/10.37843/rted.v13i1.268
Munguía, I. A. C., Lozano, A. M., & Marín, F. A. M. (2019). Research seedbed: Educational strategy to promote technological innovation. RIDE, 10(19), 1–25. https://doi.org/10.23913/ride.v10i19.505
Muñoz-Hernandez, H., Canabal-Guzman, J. D., & Galarcio-Guevara, D. E. (2020). Augmented reality for education of financial mathematics. An application to improve university academic performance. Revista Científica Profundidad Construyendo Futuro, 12(12), 37–44. https://doi.org/10.22463/24221783.2634
Onggirawan, C. A., Kho, J. M., Kartiwa, A. P., Anderies, & Gunawan, A. A. S. (2023). Systematic literature review: The adaptation of distance learning process during the COVID-19 pandemic using virtual educational spaces in metaverse. Procedia Computer Science, 216, 274–283. http://doi.org/10.1016/j.procs.2022.12.137
Ortega-Rodríguez, P. J. (2022). From extended reality to the metaverse: A critical reflection on contributions to education. Interuniversity Journal. 34(2), 189–208. https://doi.org/10.14201/teri.27864
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., ... & Alonso-Fernández, S. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. Spanish Journal of Cardiology, 74(9), 790–799. https://doi.org/10.1016/j.recesp.2021.06.016
Pelaez, A. P. (2014). Role of the Metaverse Worlds as an alternative for the generation of key conditions in the construction of Personal Learning Environments. M. Sc. Thesis, University of La Sabana, Colombia. http://hdl.handle.net/10818/11724
Pérez, S. M., Robles, B. F., & Osuna, J. B. (2021). Augmented reality as a resource for training in higher education. Virtual Campus, 10(1), 9–19. http://uajournals.com/ojs/index.php/campusvirtuales/article/view/644
Pérez, X. O. P. & Crespo, E. J. R. (2022). ICT`s in education in contexts of technological disruption. Reciamuc, 6(1), 139–148. https://doi.org/10.26820/reciamuc/6.(1).enero.2022.139-148
Pezzutti, R. J. A., Cárdenas, C. M. L., Mesías, C. D. E., Lira, L. A. N., & Dumont J. R. D. (2020). Virtual worlds and immersive learning in higher education. Purposes and Representations, 8(1), e430. http://doi.org/10.20511/pyr2020.v8n1.430
Pineda-Luna, O. (2022). Metaverse and copy-paste education: The invasion of digital platforms. Paulo Freire. Critical Pedagogy Journal, 1(28), 36–54. https://doi.org/10.25074/07195532.28.2355
Portela S. G. (2022). The metaverse and its influence on the future of the tourism sector. B. S. Thesis, Faculty of Commerce and Tourism, Complutense University of Madrid, Spain. https://eprints.ucm.es/id/eprint/73342/
Pregowska, A., Osial, M., Dolega-Dolegowski, D., Kolecki, R., & Proniewska, K. (2022). Information and communication technologies combined with mixed reality as supporting tools in medical education. Electronics (Switzerland), 11(22), 3778–3795. http://doi.org/10.3390/electronics11223778
Quiroz, M. Q. G. (2022). Informetric analysis of the metaverse in Spanish-speaking channels and videos on YouTube. Podium, (41), 141–156. https://doi.org/10.31095/podium.2022.41.9
Ramallal, P. M., Wasaldua, J. S., & Mondaza, M. R. (2022). Metaverses and virtual worlds, an alternative to knowledge transfer. the offf-2020 case. Fonseca Journal of Communication, (24), 87–107. https://doi.org/10.14201/fjc.28287
Ramesh, P. V, Joshua, T., Ray, P., Devadas, A. K, Raj, P. M, Ramesh, S. V, Ramesh, M. K, & Rajasekaran, R. (2022). Holographic Elysium of a 4D ophthalmic anatomical and pathological metaverse with extended reality/mixed reality. BMC Ophthalmology, 70(8), 3116–3121. http://dx.doi.org/ 10.4103/ijo.IJO_120_22
Reyes, A. M. T. (2022). From the digitization to the metaverse: The digital gaps in the social Colombian organizations. Otra Economía , 15(28), 110–124. https://www.revistaotraeconomia.org/index.php/otraeconomia/article/view/14987
Reyes, C. E. G. (2020). Perception of high school students about using Metaverse in augmented reality learning experiences in mathematics. Pixel-Bit- Media and Education Journal, (58), 143–159. https://doi.org/10.12795/pixelbit.74367
Rincón, A. G., Quecano, L. I. V., & Rico, J. A. C. (2019). Digit@l Synergy: Contributions to Virtual Higher Education. Colombia: Asturias University Corporation. https://www.researchgate.net/publication/338263960
Rivadeneira, D. X. R., & Toledo, J. A. J. (2020). Non-immersive 3D learning environment to support the computer component. Advances in Engineering Research, 17(1), 1–13. http://doi.org/10.18041/1794-4953/avances.2.5491
Romero, W. Z., & Hormaza, J. A. M. (2022). Impact of disruptive technologies on the teaching-learning process: UTM online case. UISRAEL Scientific Journal, 9(1), 29–47. https://doi.org/10.35290/rcui.v9n1.2022.513
Ruiz-Campo, S., Matías-Batalla, D. D., Boronat-Clavijo, B., & Acevedo-Duque, Á. (2023). Metaverses as teaching tool in higher education instructors training. Latin American Journal of Educational Technology, 22(1), 135-153. https://doi.org/10.17398/1695-288X.22.1.135
Sánchez, C. M. C., León, L. A. G., Yanes, R. C. A., & Oloriz M. A. G. (2022). Metaverse: The future of medicine in a virtual world. Metaverse Basic and Applied Research, 1(4), 1–7. https://doi.org/10.56294/mr20224
Sánchez, I. C. P., Morales, L. D. G., & Reyes, C. E. G. (2022). The metaverse, virtual world for social good and the promotion of immersive learning. Pedagogy – Educational Miscellaneous, 1, 1–4. https://pedagogia.ubp.edu.ar/wp-content/uploads/2022/07/N48_art2.pdf
Serhan S. A. L., & Yahaya, N. (2022). A systematic review and trend analysis of personal learning environments research,” International Journal of Information and Education Technology, 12(1), 43–53. https://doi.org/10.18178/ijiet.2022.12.1.1585
Sunardi, S., Ramadhan, A., Abdurachman, E., Trisetyarso, A., & Zarlis M. (2022). Acceptance of augmented reality in video conference based learning during COVID-19 pandemic in higher education. Bulletin of Electrical Engineering and Informatics, 11(6), 3598–3608. http://doi.org/10.11591/eei.v11i6.4035
Tarodo, P. V., Denegri, A., Iglesias, I., & Lagunas P. (2020). Psychoanalysis and Qualitative Research. Study on the effects of social inequality in the construction of adolescent subjectivity. Proc. XII International Congress of Research and Professional Practice in Psychology. XXVII Research Conference. XVI Meeting of Researchers in Psychology of MERCOSUR. II Occupational Therapy Research Meeting. II Music Therapy Meeting. https://www.aacademica.org/000-007/576
Teng, Z., Cai, Y., Gao, Y., Zhang, X., & Li, X. (2022). Factors affecting learners’ adoption of an educational metaverse platform: An empirical study based on an extended UTAUT model. Mobile Information Systems, 2022, 1–15. http://dx.doi.org/10.1155/2022/5479215
Tzancoff, C. M. B., Fava, L. A., Schiavoni, M. A., & Martin E. S. (2019). Interactive applications using augmented reality and virtual reality. Proc. XXI Workshop of Researchers in Computer Science (WICC 2019). http://sedici.unlp.edu.ar/handle/10915/77323
Vidal, M. R. G. (2022). Acquisition of virtual estates in the metaverse and its problems in real estate law. Private Law Notebooks, (4), 53–79. https://dialnet.unirioja.es/servlet/articulo?codigo=8720524
Yong, Y. J., Lee, J. H., & Kim, Y. S. (2022). A study on the possibility of a change in culture and arts education curriculum by shooting ‘Metaclassroom’ in the COVID-19 pandemic era. Cypriot Journal of Educational Science, 17(5), 1603–1621. https://doi.org/10.18844/cjes.v17i5.7239
Zuñiga, K. M., Rodríguez, A. R., & Velázquez R. V. (2021). Technologies and disruptive innovation in higher education. Scientific Series of the University of Informatics Sciences, 14(3), 177–186. https://publicaciones.uci.cu/index.php/serie/article/view/765
Refbacks
- There are currently no refbacks.
e-ISSN: 1694-2116
p-ISSN: 1694-2493