Edu-Metaverse design: Perspectives of undergraduate learners

Abstract

Using the metaverse can impact how information is interacted with in educational settings. However, despite extensive research on the topic, there is still a lack of understanding of how learners perceive and experience this technology. To design learning experiences, designers must know the current landscape of metaverse implementation and digestion by student users. This article provides an overview of metaverse implementation examples to address this gap and then examines learners' perceptions of using the metaverse in education. Through a qualitative study, we aim to explore the potential advantages and obstacles of applying the metaverse to learning from an informal learning perspective, as perceived by learners. Compared to current implementation strategies, student feedback suggests a diversity of motivations and experiences in valuing the Edu-metaverse. Therefore, our study provides valuable insights into how the metaverse learning design can enhance learner engagement, interaction, and collaboration while identifying potential challenges and limitations. Ultimately, this research helps designers and educators better understand how metaverse technology can impact and improve learning experiences.

Keywords

• Education
• Metaverse
• Informal learning
• Formal learning
• Undergraduate learner