Статья

Is Metaverse in education a blessing or a curse: a combined content and bibliometric analysis

Ahmed TliliSmart Learning Institute of Beijing Normal University, Beijing, ChinaRonghuai HuangSmart Learning Institute of Beijing Normal University, Beijing, ChinaBoulus ShehataSmart Learning Institute of Beijing Normal University, Beijing, ChinaDejian LiuSmart Learning Institute of Beijing Normal University, Beijing, ChinaJialu ZhaoSmart Learning Institute of Beijing Normal University, Beijing, ChinaAhmed Hosny Saleh MetwallySmart Learning Institute of Beijing Normal University, Beijing, ChinaHuanhuan WangSmart Learning Institute of Beijing Normal University, Beijing, ChinaMouna DendenINSA Hauts-de-France, 59313, Valenciennes, FranceAras BozkurtDepartment of English Studies, College of Human Sciences, University of South Africa (UNISA), Pretoria, 0003, South AfricaLik‐Hang LeeKorea Advanced Institute of Science and Technology, Daejeon, South KoreaDoğuş BeyoğluFaculty of Education, Societal Research and Development Center, Institute of Graduate Studies, Near East University, Mersin 10, Nicosia, North Cyprus, TurkeyFahriye AltınayFaculty of Education, Societal Research and Development Center, Institute of Graduate Studies, Near East University, Mersin 10, Nicosia, North Cyprus, TurkeyR. C. SharmaDr. B. R. Ambedkar University Delhi, Delhi, IndiaZehra AltınayFaculty of Education, Societal Research and Development Center, Institute of Graduate Studies, Near East University, Mersin 10, Nicosia, North Cyprus, TurkeyZhisheng LiSmart Learning Institute of Beijing Normal University, Beijing, ChinaJiahao LiuSmart Learning Institute of Beijing Normal University, Beijing, ChinaFaizan AhmadDepartment of Computer Science, COMSATS University Islamabad, Lahore Campus, Islamabad, PakistanYing HuSmart Learning Institute of Beijing Normal University, Beijing, ChinaSoheil SalhaFaculty of Educational Sciences and Teachers’ Training, An-Najah National University, Nablus, PalestineMourad AbedINSA Hauts-de-France, 59313, Valenciennes, FranceDaniel BurgosResearch Institute for Innovation and Technology in Education (UNIR iTED), Universidad Internacional de La Rioja (UNIR), 26006, Logroño, La Rioja, Spain

2022en

ABI

Аннотация

Abstract The Metaverse has been the centre of attraction for educationists for quite some time. This field got renewed interest with the announcement of social media giant Facebook as it rebranding and positioning it as Meta. While several studies conducted literature reviews to summarize the findings related to the Metaverse in general, no study to the best of our knowledge focused on systematically summarizing the finding related to the Metaverse in education. To cover this gap, this study conducts a systematic literature review of the Metaverse in education. It then applies both content and bibliometric analysis to reveal the research trends, focus, and limitations of this research topic. The obtained findings reveal the research gap in lifelogging applications in educational Metaverse. The findings also show that the design of Metaverse in education has evolved over generations, where generation Z is more targeted with artificial intelligence technologies compared to generation X or Y. In terms of learning scenarios, there have been very few studies focusing on mobile learning, hybrid learning, and micro learning. Additionally, no study focused on using the Metaverse in education for students with disabilities. The findings of this study provide a roadmap of future research directions to be taken into consideration and investigated to enhance the adoption of the Metaverse in education worldwide, as well as to enhance the learning and teaching experiences in the Metaverse.

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Идентификаторы

DOI: 10.1186/s40561-022-00205-x

Цитирования и источники

Цитирований: 2Использованных источников: 0

Показатели — AkademScholar