Inclusion of Metaverses in the Development of the Flipped Classroom in the University environment: Bibliometric Analysis of Indexed Scientific Production in SCOPUS
Abstract
The flipped classroom as a teaching strategy implies a change in the traditional class dynamics; however, in recent years the use of metaverses has been incorporated in the development of flipped classrooms, seeking to provide a more immersive and interactive environment for the student. Therefore, it is necessary to analyze and identify the existing gaps in the scientific production that investigate the inclusion of metaverses in university education. In this sense, the purpose of this study is to examine and present currents of study related to the integration of metaverses in the development of the flipped classroom, in university environments, using bibliometric analysis regarding academic works indexed in the Scopus database, between 2013 and 2023. The results obtained show a constant growth in scientific production. This increase is influenced by the context of the COVID-19 pandemic and the search for more immersive and effective solutions in virtual education. The predominant thematic areas focus specifically on the use of virtual reality and augmented reality as key elements for the design and construction of metaverses, which, combined with gamification techniques, lead to the development of flipped and immersive classrooms. In this sense, based on the identified results, it is concluded that there is a gap in the research corpus that needs to be addressed in terms of guidelines and good practices for the effective integration of metaverses in flipped classrooms.
https://doi.org/10.26803/ijlter.22.10.14
Keywords
Full Text:
PDFReferences
Anacona, J. D., Millán, E. E., & Gómez, C. A. (2019). Application of Metaverses and the virtual reality in teaching. Electronic Journal of Educational Technology, 13(25), 59-67. http://dx.doi.org/10.31908/19098367.4015
Araya-Moya, S. M., Gutiérrez, A. L. R., Cárdenas, N. F. B., & Moreno, K. C. M. (2022). The flipped classroom as a teaching resource in the Costa Rican context: case study on its implementation in a secondary school. Education Journal, 46(1), 1-17. https://doi.org/10.15517/revedu.v46i1.44333
Arias, J. C., & Mon, F. E. (2022). Gamified flipped classroom as a pedagogical strategy in higher education: A systematic review. EDUTEC Electronic Journal of Educational Technology, 80, 84-98. https://doi.org/10.21556/edutec.2022.80.2435
Ávila, A. A. C., & Tapia, C. E. C. (2020). Systematic review of the flipped classroom in Ecuador: approach to the state of the art. Pedagogical Studies, 46(3), 45-58. http://dx.doi.org/10.4067/S0718-07052020000300045
Aznar-Díaz, I., Romero-Rodríguez, J. M., & Rodríguez-García, A. M. (2018). Mobile Virtual Reality technology in education: a review of the state of the scientific literature in Spain. EDMETIC Journal of Media Education and TIC, 7(1), 256-274. https://doi.org/10.21071/edmetic.v7i1.10139
Barráez-Herrera, D. (2022). Metaverses in the Context of Virtual Education. RTED, 13(1), 11-19, 2022. https://doi.org/10.37843/rted.v13i1.300
Barragán-Perea, E. (2023). The Metaverse and its application in the democratization of education. Information Studies Journal, 1(1), 90-101. https://doi.org/10.54167/rei.v1i1.1214
Benites, L. E. H., Villalba-Condori, K. O., Arias-Chávez, D., Berrios-Espezua, M., & Cano, S. (2021). Classroom flipped in a virtual platform for the development of competences. Case study: applied research course. Campus Virtuales, 10(2), 185-193. http://uajournals.com/ojs/index.php/campusvirtuales/article/view/889
Bohmer, C. A. P. (2021). The experience of the image in virtual reality augmented reality and the Metaverse. [Thesis]. University of Chile, Santiago de Chile, Chile. https://repositorio.uchile.cl/handle/2250/185428
Bonales-Daimiel, G., Martínez-Estrella, E. C., & Ormaechea, S. L. (2022). Analysis of the use of advergaming and Metaverse in Spain and Mexico. Revista Latina de Comunicación Social, 80, 155-178. https://www.doi.org/10.4185/RLCS-2022-1802
Calle, F. M. R., & Martínez, A. G. (2018). Inverted Classroom with Emerging Technologies in Virtual Environments in the Universidad Politécnica Salesiana del Ecuador. Cuban Journal of Higher Education, 1(1), 108-123. http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S025743142018000100008
Campos-Mesa, M. C., Castañeda-Vázquez, C., González-Campos, G., & Delcastillo-Andrés, Ó. (2022). Augmented Reality and the Flipped Classroom-A Comparative Analysis of University Student Motivation in Semi-Presence-Based Education Due to COVID-19: A Pilot Study. Sustainability (Switzerland), 4(4), 1-9. https://doi.org/10.3390/su14042319
Carrizo, N. (2021). How can immersive technologies contribute to environmental education? EJS Journal, 20(2), 84-97. http://sedici.unlp.edu.ar/handle/10915/135623
Cedeño-Escobar, M. R., & Vigueras-Moreno, J. A. (2020). Inverted classroom a motivating teaching strategy for basic general education students. Dominio de las Ciencias, 6(3), 878-897. http://dx.doi.org/10.23857/dc.v6i3.1323
Chamorro-Atalaya, O., Durán-Herrera, V., Suarez-Bazalar, R., Gonzáles-Pacheco, A., Quipuscoa-Silvestre, M., Hernández-Hernández, F., Huamán-Flores, E., Chaccara-Contreras, V., Palacios-Huaraca, C., & Guía-Altamirano, T. (2023). The Metaverse in University Education during COVID-19: A Systematic Review of Success Factors. International Journal of Learning, Teaching and Educational Research, 22(5), 206-226. https://doi.org/10.26803/ijlter.22.5.10
Chamorro-Atalaya, O., Olivares-Zegarra, S., Sobrino-Chunga, L., Guerrero-Carranza, R., Vargas-Díaz, A., Huarcaya-Godoy, M., Rasilla-Rovegno, J., Suarez-Bazalar, R., Poma-Garcia, J., & Cruz-Telada, Y. (2023). Application of the Chatbot in University Education: A Bibliometric Analysis of Indexed Scientific Production in SCOPUS, 2013-2023. International Journal of Learning, Teaching and Educational Research, 22(7), 281-304. https://doi.org/10.26803/ijlter.22.7.15
Chavez, A. C. C. (2022). Literature review on the Metaverse approach in higher education. [Thesis]. Salesian Polytechnic University, Guayaquil, Ecuador. https://dspace.ups.edu.ec/handle/123456789/24393
Chediak, A. N. D. (2023). Analysis of the Metaverse and interactions in Sandbox video games: case study: Grand theft auto V online. [Thesis]. Salesian Polytechnic University, Guayaquil, Ecuador. https://dspace.ups.edu.ec/handle/123456789/24584
Díaz, D. S. A., & Díaz, O. A. (2021). The flipped classroom as a learning strategy. Revista Conrado, 17(80), 152-157. http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S199086442021000300152
Erazo, J., & Sulbarán, P. (2022). Metaverse: beyond immersive reality. The metaverse in higher education in Mexico, 13(25), 129-140. https://convite.cenditel.gob.ve/revistaclic/index.php/revistaclic/article/view/1132
Espinoza, L. I., & Robalino, I. G. (2022). Inverted class as an innovative method in the law course. Journal of Research in Legal Sciences, 5(17), 385-394. https://doi.org/10.33996/revistalex.v5i17.134
Espinoza, J. J. V. (2022). Multiverses and Metaverses in the present global reality. Multiverso Journal, 2(2), 4-6. https://doi.org/10.46502/issn.2792-3681/2022.2.0
Fernández, M. O. G., & Gaytán, P. H. (2019). Flipped classroom experience to promote prosumer students of the upper level. RIED Revista Iberoamericana de Educación a Distancia, 22(2), 245-263. http://dx.doi.org/10.5944/ried.22.2.23065
Ferrer-Torregrosa, J., Jiménez-Rodríguez, M. A., Torralba-Estelles, J., Garzón-Farinós, F., Pérez-Bermejo, M., & Fernández-Ehrling, N. (2016). Distance learning ects and flipped classroom in the anatomy learning: comparative study of the use of augmented reality, video and notes BMC Medical Education, 16(230), 1-9. https://doi.org/10.1186/s12909-016-0757-3
Fidan, M., Debbag, M., & Cukurbasi, B. (2021). Metaphoric perceptions of pre-service teachers about ‘LEGO Robotic Instructional Practices,’ ‘Augmented Reality’ and ‘Flipped Classroom’ concepts. Research in Comparative and International Education, 16(1), 83–99. https://doi.org/10.1177/1745499920982761
Galea, A. L. F. (2023). The Metaverse in education: The immersive school. ACTA digital Journal, 147, 1-24. https://www.acta.es/medios/articulos/formacion_y_educacion/147001.pdf
Gaviria-Rodríguez, D., Arango-Arango, J., Valencia-Arias, A., & Bran-Piedrahita, L. (2019). Perception of the inverted classroom strategy in university scenarios. Mexican Journal of Scientific Research, 24(81), 593-614. https://dialnet.unirioja.es/servlet/articulo?codigo=7135277
Gea, E. V. (2021). Bibliometric studies on the impact of ICT. EDMETIC Journal of Medical Education and ICT, 10(2), 1-3. https://doi.org/10.21071/edmetic.v10i2
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
González, M. 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 Technology and Systems, 6(2), 25-31. https://redtis.org/index.php/Redtis/article/view/112
Guze, P. A. (2015). Using Technology to Meet the Challenges of Medical Education. Transactions of the American Clinical and Climatological Association, 126, 260-270. https://pubmed.ncbi.nlm.nih.gov/26330687/
Hsu, C. H.C. (2018). Tourism education on and beyond the horizon Tourism Management Perspectives, 25, 181-183. https://doi.org/10.1016/j.tmp.2017.11.022
Hsu, W.-C., Lin, H.-C.K., & Lin, Y.-H. (2017). The research of applying Mobile Virtual Reality to Martial Arts learning system with flipped classroom. In: Proceedings of the 2017 IEEE International Conference on Applied System Innovation: Applied System Innovation for Modern Technology, ICASI 2017, pp. 1568–1571. https://doi.org/10.1109/ICASI.2017.7988228
Huang, R., Spector, J. M., & Yang, J. (2019). Introduction to Educational Technology. Lecture Notes in Educational Technology, 3–31. https://doi.org/10.1007/978-981-13-6643-7_1
Ibáñez, M.-B., & Delgado-Kloos, C. (2018). Augmented reality for STEM learning: A systematic review. Computers and Education, 123, 109-123. https://doi.org/10.1016/j.compedu.2018.05.002
Im, S.W.T, Chiu, P.H.P., Shek, C. H., Ng, M., & Li, L. (2019). Using Virtual Reality to Enhance Learning in a Chinese Architectures Course: A Flipped Classroom Approach. In: Proceedings of 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering, TALE 2018, pp. 624–629. https://doi.org/10.1109/TALE.2018.8615369
Ji, Y., & Han, Y. (2019). Monitoring indicators of the flipped classroom learning process based on data mining - taking the course of "virtual reality technology as an example. International Journal of Emerging Technologies in Learning, 14(3), 166–176. https://doi.org/10.3991/ijet.v14i03.10105
Jiao, C., Qian, K., & Zhu, D. (2020). Application of Flipped Classroom Teaching Method Based on VR Technology in Physical Education and Health Care Teaching. IEEE Access, 20, 1-9. https://doi.org/10.1109/ACCESS.2020.3019317
Jiménez-Serranía, M. I. (2022). Implementation and evaluation of the Flipped Classroom in Pharmacology. In K. Konstantinidi (ed.), Metodologías de enseñanza-aprendizaje para entornos virtuales. (pp. 12-23). Madrid, Spain: Adaya Press. https://doi.org/10.58909/ad22804532
Kalavally, V., Chan, C. L., & Khoo, B. H. (2014). Technology in learning and teaching: Getting the right blend for first year engineering. In Proceedings of 2014 International Conference on Interactive Collaborative Learning, ICL 2014, pp. 565–570. https://doi.org/10.1109/ICL.2014.7017834
Larreategui, S. Y. C., Yalta, E. M. R., Torres, D. M., & Regalado, O. L. (2021). The flipped classroom in student learning: systematic review. EDUTEC Electronic Journal of Educational Technology, 77, 152-168. https://doi.org/10.21556/edutec.2021.77.1967
Lechtaler, A. C., Blanc, C. F., Carden, M. L., Köhler, A., Polak, A. G., & Señoriño, J. M. (2015). Immersive Simulation with Augmented Reality. In XVII Workshop of Researchers in Computer Science, Salta. http://sedici.unlp.edu.ar/handle/10915/46462
Lin, H. C., Hwang, G. J., Chou, K. R., & Tsai, C. K. (2023). Fostering complex professional skills with interactive simulation technology: A virtual reality-based flipped learning approach. British Journal of Educational Technology, 54(2), 622–641. https://doi.org/10.1111/bjet.13268
Liou, W. K., Bhagat, K. K., & Chang, C. Y. (2016). Beyond the Flipped Classroom: A Highly Interactive Cloud-Classroom (HIC) Embedded into Basic Materials Science Courses. Journal of Science Education and Technology, 25(3), 460-473. https://doi.org/10.1007/s10956-016-9606-8
López-Belmonte, J., Pozo-Sánchez, S., Moreno-Guerrero, A.-J., & Lampropoulos, G. (2023). Metaverse in Education: a systematic Review. Distance Education Journal (RED), 23(73), 1-25. https://doi.org/10.6018/red.511421
Maldonado, F. J., Ramírez, J. L., & Andrade, M. I. B. (2020). Immersive virtual reality routes as a technological alternative in the educational process. Revista Metropolitana de Ciencias Aplicadas, 3(1), 48-56. https://remca.umet.edu.ec/index.php/REMCA/article/view/230
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
Menéndez-Aponte, S. M., Gil, D. R., Ramírez, E. L., & Martínez, R. R. (2023). The Metaverse and Anesthesiology Education. Chilean Journal of Anesthesia, 52(3), 262-266. http://dx.doi.org/10.25237/revchilanestv522003154
Miguélez-Juan, B., Gómez, P. N., & Mañas-Viniegra, L. (2019). Immersive Virtual Reality as an Educational tool for social transformation: An exploratory study on the perception of students in Post-Compulsory Secondary Education. Aula Abierta, 48(2), 157-166. https://doi.org/10.17811/rifie.48.2.2019.157-166
Miku?owski, D., & Brzostek-Paw?owska, J. (2020). Multi-sensual augmented reality in interactive accessible math tutoring system for flipped classroom. In Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 16th International Conference on Intelligent Tutoring Systems, ITS 2020, pp. 1-10. https://doi.org/10.1007/978-3-030-49663-0_1
Montoya, M. H., & León, C. A. D. (2018). Using immersive technologies in education: virtual and augmented reality and smartroom. American University Corporation.
Mujica-Sequera, R. (2022). The Metaverse as a Transcomplex Scenario of Technoeducation. RTED, 13(1), 20-28. https://doi.org/10.37843/rted.v13i1.268
Nieto, J. A. (2022). An introduction to the Metaverse: conceptualization and scope of a new online universe. Scientific Journal of Strategies, Trends and Innovation in Communication, 24, 41-56. http://dx.doi.org/10.6035/adcomunica.6544
Noor, A. K. (2013). Envisioning engineering education and practice in the coming intelligence convergence era - A complex adaptive systems approach. Central European Journal of Engineering, 3(4), 606–619. https://doi.org/10.2478/s13531-013-0122-9
Ocampo, B. P. O., Romero, M. E. O., Alvarado, J. L. E., González, J. L. L., & Freire, E. E. E. (2021). Considerations on flipped classroom and gamification in the area of social sciences. University and Society Journal, 13(3), 497-504. http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S2218-36202021000300497
Olmos, M. V. M. (2022). Augmented reality: an undetectable technological tool for immersive learning in virtual environments. Revista Honoris Causa, 14(2), 227-238.
Padilla, D. B., Vázquez-Cano, E., Cevallos, M. B M., & Meneses, E. L. (2019). Use of augmented reality apps in university classrooms. Campus Virtuales, 8(1), 37-48. http://uajournals.com/ojs/index.php/campusvirtuales/article/view/379
Pozo-Sánchez, S., López-Belmonte, J., Moreno-Guerrero, A. J., & Fuentes-Cabrera, A. (2021). Effectiveness of flipped learning and augmented reality in the new educational normality of the Covid-19 era. Texto Livre, 14(2), 1-17. https://doi.org/10.35699/1983-3652.2021.34260
Prahani, B. K., Dawana, I. R., Jatmiko, B., Amelia, T. (2023). Research Trend of Big Data in Education during the Last 10 Years. International Journal of Emerging Technologies in Learning, 18(3), 39-64. https://doi.org/10.3991/ijet.v18i10.38453
Prahani, B. K., Rizki, I. A., Jatmiko, B., Suprapto, N., & Amelia, T. (2022). Artificial Intelligence in Education Research during the last ten Years: A Review and Bibliometric Study. International Journal of Emerging Technologies in Learning, 17(8), 169-188. https://doi.org/10.3991/ijet.v17i08.29833
Prieto, A., Barbarroja, J., Álvarez, S., & Corell, A. (2021). Effectiveness of the flipped classroom model in university education: a synthesis of the best evidence. Education Journal, 391, 149-177. https://doi.org/10.4438/1988-592X-RE-2021-391-476
Proskura, S. L., & Lytvynova, S. H. (2020). The approaches to Web-based education of computer science bachelors in higher education institutions. In CEUR Workshop Proceedings, 2643, pp, 609 – 625. https://doi.org/10.55056/cte.416
Quinto-Román, M. C. (2022). Influence of the flipped classroom on pedagogical management during distance education. Valdizana Research, 16(1), 33-41. https://doi.org/10.33554/riv.16.1.1296
Quiroz, M. Q. G., Alava, V. B., & Sarango, Y. L. (2023). Educational update: A literature review on emerging methodologies in the metaverse. Podium, 43, 73-92. https://doi.org/10.31095/podium.2023.43.5
Ramos, S. H., Rodríguez, A. L. D. T., Garay, G. O. R., Chávez, M. P. A., & Trejo, T. E. M. (2019). Immersive and interactive virtual reality in the teaching of design: an enriched environment for interdisciplinary teaching-learning. Revista Electrónica sobre Ciencia, Tecnología y Sociedad, 6(11), 1-24. https://www.ctes.org.mx/index.php/ctes/article/view/698
Repiso, R., Moreno-Delgado, A., Aguaded, I. (2020). Factors that influence the frequency of citation of an article. Iberoamerican Journal of Science Measurement and Communication, 1(1), 1-7. http://eprints.rclis.org/40292/1/Opinion%20Paper%202_Spanish.pdf
Rodríguez, B. (2020). Augmented reality, virtual reality and learning in the international higher education context. [Thesis]. Professional Academic School of Communication Sciences and Technologies, Continental University, Huancayo, Peru. https://repositorio.continental.edu.pe/handle/20.500.12394/10718
Roller, H. I. (2022). Prospects for Post-Pandemic Higher Education. En Líneas Generales, 8, 21-32. https://doi.org/10.26439/en.lineas.generales2022.n008.5993
Ros, G., & Laguna, M.T. R. (2021). Influence of the flipped classroom on the initial scientific training of teachers: benefits in the teaching-learning process, attitudes and expectations towards science. Revista de Investigación Educativa, 39(2), 463-482. http://dx.doi.org/10.6018/rie.434131
Ruiz-Campo, S., Matías-Batalla, D. D., Boronat-Clavijo, B., & Acevedo-Duque, A. (2022). 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 Applied Research, 1(4), 1-8. https://doi.org/10.56294/mr20224
Sánchez-Cruzado, C., Sánchez-Compaña, M. T., & Ruiz, J. (2019). Real experiences of flipped classroom as a Methodological strategy in Spanish University Education. PUBLICACIONES 49(2),39-58. http://dx.doi.org/10.30827/publicaciones.v49i2.8270
Shin, M., Prasad, A., Sabo, G., Macnow, A. S. R., Sheth, N. P., Cross, M. B., & Premkumar, A. (2022). Anatomy education in US Medical Schools: before, during, and beyond COVID-19. BMC Medical Education, 22(1), 1-8. https://doi.org/10.1186/s12909-022-03177-1
Silva-Díaz, F., Carrillo-Rosúa, J., & Fernández-Plaza, J. A. (2021). Use of immersive technologies and their impact on the scientific-mathematical attitudes of Secondary Education students, compulsory in a context at risk of social exclusion. Educar, 57(1), 119-138. https://doi.org/10.5565/rev/educar.1136
Sotgiu, M. A., Mazzarello, V., Bandiera, P., Madeddu, R., Montella, A., & Moxham, B. (2020). Neuroanatomy, the Achilles’ Heel of Medical Students. A Systematic Analysis of Educational Strategies for the Teaching of Neuroanatomy. Anatomical Sciences Education, 13(1), 107-116. https://doi.org/10.1002/ase.1866
Suco, L. M. Q., Loja, C. M. L., & Suquilanda, S. A. P. (2021). The flipped classroom as a strategy for educational innovation: Proposal for teacher training. Ciencia Latina Multidisciplinary Scientific Journal, 5(5), 7882-7908. https://doi.org/10.37811/cl_rcm.v5i5.881 p.7882
Tang, C., Gill, A. Pike, M., & Towey, D. (2021). Creating a virtual reality OER application to teach web accessibility. In Proceedings-2021 IEEE 45th Annual Computers, Software, and Applications Conference, COMPSAC 2021, pp. 1137–1142. https://doi.org/10.1109/COMPSAC51774.2021.00156
Teo, T., Khazaie, S., & Derakhshan, A. (2022). Exploring teacher immediacy-(non) dependency in the tutored augmented reality game-assisted flipped classrooms of English for medical purposes comprehension among the Asian students. Computers & Education, 179, 1-20. https://doi.org/10.1016/j.compedu.2021.104406
Vaicondam, Y., Sikandar, H., Irum, S., Khan, N., & Qureshi, M. I. (2022). Research Landscape of Digital Learning over the Past 20 Years: A Bibliometric and Visualisation Analysis. International Journal of Online and Biomedical Engineering, 18(8), 4–22. https://doi.org/10.3991/ijoe.v18i08.31963
Vallejos, C. F. V. (2023). The Metaverse's entry into the information age. [Thesis]. University of Chile, Santiago de Chile, Chile. https://repositorio.uchile.cl/handle/2250/191851
Verón, V. C. S., Marín, M. B., & Barrios, T. H. (2021). The flipped classroom as a didactic strategy for the generation of competences: a systematic review. RIED Ibero-American Journal of Distance Education, 24(2), 284-301. https://doi.org/10.5944/ried.24.2.29027
Villamarín, J. N. C. (2023). Trends in the configuration and future of higher education. Scientific research journal TSE' DE, 6(2), 1-25. https://doi.org/10.60100/tsede.v6i2.146
Xiao-Dong, L., & Hong-Hui, C. (2020). Research on VR-supported flipped classroom based on blended learning- a case study in learning English through news. International Journal of Information and Education Technology, 10(2), 104-109. https://doi.org/10.18178/ijiet.2020.10.2.1347
Refbacks
- There are currently no refbacks.
e-ISSN: 1694-2116
p-ISSN: 1694-2493