From traditional to virtual classrooms: unravelling themes and shaping the future of metaverse education

Abstract

Purpose

This study aims to conduct a comprehensive review of scholarly literature on the educational impacts of the metaverse, systematically identifying emerging themes, challenges and implications for metaverse education.

Design/methodology/approach

The study uses systematic literature review techniques using the Scopus database to investigate empirical studies and systematic reviews specifically examining the convergence of the metaverse and education.

Findings

The study shows that the metaverse has a substantial influence on education, emphasising immersive learning, real social interactions and the transformation of traditional frameworks. This paper identifies nine themes, illuminating the growing relevance of metaverse tools in academic institutions, influencing learning methods, outcomes and positive student dispositions.

Research limitations/implications

This study provides a foundation for further investigations into the metaverse’s potential to disseminate knowledge and enhance comprehension of metaverse technologies. It explores the metaverse’s potential in relation to progress, upcoming trends and cultural awareness while highlighting obstacles that must be addressed for effective metaverse teaching.

Originality/value

This research paper makes a substantial scholarly contribution by undertaking a systematic analysis of empirical studies and identifying emerging themes in the area of metaverse education. It offers substantial insights into the transformative potential of metaverse education and its implications for pedagogical and instructional approaches in the digitised era through the analysis of fundamental inquiries.

Citation

Waquar, A., Sujood, Kareem, S., Yasmeen, N. and Hussain, S. (2024), "From traditional to virtual classrooms: unravelling themes and shaping the future of metaverse education", Interactive Technology and Smart Education, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/ITSE-02-2024-0032