A Systematic Review of the Metaverse in Formal Education
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| Title: | A Systematic Review of the Metaverse in Formal Education |
|---|---|
| Language: | English |
| Authors: | Chao Shi (ORCID |
| Source: | Journal of Applied Research in Higher Education. 2025 17(5):1850-1868. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Information Analyses |
| Education Level: | Elementary Secondary Education Higher Education Postsecondary Education |
| Descriptors: | Computer Simulation, Technology Uses in Education, Elementary Secondary Education, Higher Education, Technology Integration, Educational Research, Intellectual Disciplines, Research Methodology, Outcomes of Education, Evaluation Methods, Academic Achievement, Journal Articles, Computer Software |
| DOI: | 10.1108/JARHE-04-2024-0162 |
| ISSN: | 2050-7003 1758-1184 |
| Abstract: | Purpose: In light of the burgeoning interest in the Metaverse within educational contexts, this study provides a comprehensive review to address the knowledge gap prevalent among K-12 and higher education teachers and educators. The increasing integration of the Metaverse into classroom settings necessitates a systematic exploration of its impact on subject-specific pedagogy, assessment methods, research methodologies and overall learning outcomes. Design/methodology/approach: The research design involves a systematic review of 34 selected studies published between 2009 and 2023. The inclusion criteria prioritize investigations into Metaverse applications in classroom teaching, with a focus on subject disciplines, pedagogical approaches, measurement metrics and research methodologies. The selected studies undergo a detailed analysis and synthesis to extract meaningful patterns and trends. Findings: The analysis reveals a predominant concentration on higher education, encompassing both science, technology, engineering, and mathematics (STEM) and non-STEM disciplines. However, few studies adopt comprehensive experimental designs. This suggests a gap in the methodological rigor of current research on Metaverse integration in education. While the Metaverse's impact on higher education is evident, the study underscores the need for more robust experimental designs and comprehensive research methodologies. Research limitations/implications: The limited exploration of students' experiences with the Metaverse in educational settings highlights a nascent research area that warrants further investigation. Future research should prioritize measuring students' perceptions and performance through indicators such as test grades to enhance our understanding of the Metaverse's efficacy in educational contexts. Originality/value: The study aims to offer insights into the current state of Metaverse integration in education and identify areas for further research and development. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1497147 |
| Database: | ERIC |
| Abstract: | Purpose: In light of the burgeoning interest in the Metaverse within educational contexts, this study provides a comprehensive review to address the knowledge gap prevalent among K-12 and higher education teachers and educators. The increasing integration of the Metaverse into classroom settings necessitates a systematic exploration of its impact on subject-specific pedagogy, assessment methods, research methodologies and overall learning outcomes. Design/methodology/approach: The research design involves a systematic review of 34 selected studies published between 2009 and 2023. The inclusion criteria prioritize investigations into Metaverse applications in classroom teaching, with a focus on subject disciplines, pedagogical approaches, measurement metrics and research methodologies. The selected studies undergo a detailed analysis and synthesis to extract meaningful patterns and trends. Findings: The analysis reveals a predominant concentration on higher education, encompassing both science, technology, engineering, and mathematics (STEM) and non-STEM disciplines. However, few studies adopt comprehensive experimental designs. This suggests a gap in the methodological rigor of current research on Metaverse integration in education. While the Metaverse's impact on higher education is evident, the study underscores the need for more robust experimental designs and comprehensive research methodologies. Research limitations/implications: The limited exploration of students' experiences with the Metaverse in educational settings highlights a nascent research area that warrants further investigation. Future research should prioritize measuring students' perceptions and performance through indicators such as test grades to enhance our understanding of the Metaverse's efficacy in educational contexts. Originality/value: The study aims to offer insights into the current state of Metaverse integration in education and identify areas for further research and development. |
|---|---|
| ISSN: | 2050-7003 1758-1184 |
| DOI: | 10.1108/JARHE-04-2024-0162 |
