doi: 10.56294/mr2024.93

SHORT COMMUNICATION

Immersive education in the metaverse: bridging the gap between technology and social collaboration

Educación inmersiva en el metaverso: un puente entre tecnología y colaboración social

Hugo Armando Jurado-Vásquez¹ *, Andrés Ultreras-Rodríguez² *, Gerson Washington Granda Herrera³ *

¹Escuela de Inteligencia y Contrainteligencia del Ejercito, Colombia.

²Universidad Autónoma de Sinaloa, Mazatlán, Sinaloa, México.

³FORMAR Internacional, Ecuador.

Cite as: Jurado-Vásquez HA, Ultreras-Rodríguez A, Granda Herrera GW. Immersive education in the metaverse: bridging the gap between technology and social collaboration. Metaverse Basic and Applied Research. 2024; 3:.93. https://doi.org/10.56294/mr2024.93

Submitted: 07-01-2024                         Revised: 03-04-2024                        Accepted: 07-10-2024                       Published: 08-10-2024

Editor: Dra. Yailen Martínez Jiménez

Corresponding Author: Andrés Ultreras-Rodríguez *

ABSTRACT

The educational metaverse has the potential to transform education by integrating technology and social interaction design, generating immersive, collaborative, and emotionally meaningful learning experiences. This approach fosters social interaction, cognitive presence, and personalized learning, with observed benefits in student motivation and engagement, although academic outcomes remain variable. However, ethical and pedagogical challenges arise regarding equity of access, data privacy, and teacher training. For the metaverse to achieve its transformative impact, it is essential to implement it with sound pedagogical approaches, clear ethical frameworks, and inclusive policies, moving toward an educational model that enhances collaboration, student agency, and equity.

Keywords: Immersive Learning; Digital Ethics; Social Interaction; Educational Metaverse; Virtual Reality.

RESUMEN

El metaverso educativo tiene el potencial de transformar la educación al integrar tecnología y diseño de interacción social, generando experiencias de aprendizaje inmersivas, colaborativas y emocionalmente significativas. Este enfoque favorece la interacción social, la presencia cognitiva y la personalización del aprendizaje, con beneficios observados en la motivación y participación estudiantil, aunque los resultados académicos aún son variables. Sin embargo, surgen desafíos éticos y pedagógicos en relación con la equidad de acceso, la privacidad de los datos y la formación docente. Para que el metaverso logre su impacto transformador, es fundamental implementarlo con enfoques pedagógicos sólidos, marcos éticos claros y políticas inclusivas, avanzando hacia un modelo educativo que potencie la colaboración, la agencia estudiantil y la equidad.

Palabras clave: Aprendizaje Inmersivo; Ética Digital; Interacción Social; Metaverso Educativo; Realidad Virtual.

INTRODUCTION

The emergence of the metaverse in the contemporary technological landscape has opened up new possibilities for rethinking learning environments beyond the physical limitations of the traditional classroom. This concept understood as a three-dimensional, immersive virtual space in which users can interact with each other and with digital objects through avatars, has captured the attention of researchers, educators, and technology designers for its potential to transform education.^(1,2)

In a post-pandemic context, where hybrid and distance education have become permanent modalities, the metaverse emerges as a technological alternative and a socio-pedagogical environment that enables more dynamic, collaborative, and emotionally meaningful educational experiences. The actual value of these environments lies not only in their technical components—such as virtual reality, artificial intelligence, or real-time graphics—but in their ability to foster rich social interactions, where learning occurs in the community through collaboration, simulation of real scenarios, and co-construction of knowledge.^(3,4)

From an interdisciplinary perspective, this essay analyzes how educational metaverses integrate advanced technologies with social and cognitive interaction dynamics, generating immersive ecosystems with great pedagogical potential. Through a critical lens, it discusses both their possibilities and the ethical and educational challenges they pose.

DEVELOPMENT

Core technologies of the metaverse in education

The educational metaverse is built on a complex network of emerging technologies that enable the creation of immersive, dynamic, and highly interactive learning experiences. These include virtual reality (VR), augmented reality (AR), artificial intelligence (AI), real-time three-dimensional graphics, and decentralized technologies such as blockchain. These tools provide an immersive environment and allow content and interaction to be tailored to the student's needs.⁽⁵⁾

Virtual and augmented reality are the primary interface between students and the digital world. These technologies allow it to simulate physical environments, manipulate virtual objects, and participate in sensory experiences beyond text or static images. Their implementation in education allows, for example, the simulation of laboratories, the recreation of historical contexts, or the facilitation of clinical practices in health careers, all without physical risks or logistical limitations.⁽⁶⁾

Artificial intelligence plays a fundamental role in personalizing learning within the metaverse. AI algorithms allow learning paths to be adapted, provide automatic feedback, and manage avatars or virtual agents capable of interacting meaningfully with users. These features promote self-directed learning and increase student autonomy in non-linear environments.⁽⁷⁾

Likewise, real-time computer graphics allow for the rendering of visually complex and dynamic worlds, reinforcing the sense of presence and immersion. The three-dimensional design of scenarios, characters, and objects facilitates exploration, curiosity, and situated learning, in line with theories of experiential constructivism.

Although still in its infancy in the educational context, blockchain technology offers innovative solutions for the secure and verifiable certification of academic achievements and the decentralized management of intellectual property in collaborative metaverse environments.⁽⁸⁾

These technologies form a digital ecosystem where technology and pedagogy converge to expand learning possibilities beyond traditional physical, temporal, and cognitive boundaries.

Social and cognitive interaction

One of the metaverse's most valuable contributions to education lies in its technological capabilities and in how it promotes new forms of social, cognitive, and emotional interaction among educational participants. These immersive digital environments simulate complex social contexts in which collaboration, communication, empathy, and problem-solving skills—fundamental pillars of meaningful learning—can be developed.

From a social constructivist perspective, authors such as Vygotsky argue that learning is a social process mediated by cultural tools and peer interaction. The metaverse enhances this dynamic by creating shared three-dimensional spaces where students, through avatars, can communicate verbally and nonverbally, work in teams, and build knowledge together in real-time.⁽⁵⁾ This form of social presence, also known as "digital co-presence," increases students' sense of belonging, motivation, and commitment.

In addition, interaction with animated virtual agents powered by artificial intelligence, such as digital tutors or interactive characters, allows for the development of cognitive presence, i.e., the ability to think critically, make decisions, and actively participate in the environment. These interactions are designed to respond emotionally to the user's actions, which amplifies the emotional bond with the learning environment and contributes to greater knowledge retention.⁽³⁾

Another crucial aspect is the development of digital identity through avatars. The ability to represent the "self" in a controlled environment encourages self-exploration and autonomy, forcing virtual world designers to consider principles of inclusion, diversity, and accessibility to avoid replicating social and cultural biases from the physical world.⁽⁶⁾

Together, the metaverse acts as a sociocognitive laboratory where students acquire information and negotiate, transform, and internalize it through experiences that combine emotion, collaboration, and personal agency.

Case studies or empirical evidence

The use of the metaverse in educational settings has begun to be evaluated empirically through case studies and quasi-experimental designs, allowing for observation of its real impact on the learning experience and student performance.

A study conducted at a US university implemented a 40-minute psychology course on the Virbela platform. Thirty-one students participated, and quantitative and qualitative data were collected. The results indicated a positive learning experience, with good perceptions of immersion and sociability, although academic results were moderate, barely exceeding the passing level. Technical limitations and design recommendations were also identified.⁽⁹⁾

In a subsequent study in the United States, student's academic performance and experience in a traditional classroom were compared with those in a school in the metaverse. Although the group in the metaverse reported greater engagement and perception of social interaction, their performance was lower than that of the face-to-face group. The study highlights that the immersive experience improves emotional and cognitive engagement but requires pedagogical improvements to raise academic results.⁽¹⁰⁾

In another case in South America, the experimental use of the metaverse in vocational training programs in Peruvian institutions was documented. Although the results are still being published, preliminary findings indicate a significant improvement in soft skills such as leadership, teamwork, and assertive communication beyond traditional curriculum content.⁽¹¹⁾

These studies show that the metaverse has high potential as a complementary pedagogical environment, especially regarding motivation, social presence, and active learning. However, challenges remain in terms of infrastructure, instructional design, and digital equity.

Ethical and pedagogical challenges

The implementation of the metaverse in education, while promising, poses significant ethical, pedagogical, and technological challenges that must be carefully addressed to avoid replicating inequalities or vulnerabilities in new digital environments.

One of the main challenges is the digital divide. Unequal access to devices, connectivity, and technological literacy can exclude vulnerable sectors from fully utilizing these tools. This is especially concerning in regions with limited infrastructure, where the metaverse could deepen educational inequality without equitable access policies.⁽¹²⁾

On the ethical front, concerns arise about privacy and the processing of personal data. Metaverse platforms collect biometric, behavioral, and emotional information, raising questions about protecting students' digital identity and informed consent. In addition, interaction through avatars can facilitate harassment, impersonation, or exclusion, which must be regulated through clear rules for virtual coexistence.⁽¹³⁾

Another pedagogical challenge is to avoid technocentrism. Although immersive technologies are attractive, they do not automatically guarantee deep learning. Teachers must design learning experiences based on clear objectives, active methodologies, and formative assessment that values collaboration, creativity, and critical thinking. Sensory overload and digital fatigue must also be considered when planning long sessions.⁽¹⁴⁾

Finally, teachers need to be trained in advanced digital skills and the ethics of virtual pedagogical design. More than technical operators, educators must be critical mediators who accompany students in complex environments, promote digital citizenship, and foster self-regulation, empathy, and reflection in immersive spaces.⁽¹⁵⁾

These challenges require a multidisciplinary approach that combines technology, pedagogy, ethics, and public policy to ensure that the metaverse is a tool for inclusion and sustainable educational transformation.

CONCLUSIONS

The metaverse represents a disruptive and transformative opportunity in education because of its technological capacity to create immersive environments and its potential to reconfigure how we learn, interact, and build knowledge collaboratively. Integrating virtual reality, artificial intelligence, and decentralized systems offers more dynamic, adaptive, and emotionally meaningful learning experiences.

However, the educational metaverse's promise will only be fulfilled if it is accompanied by a critical and responsible view of its social, ethical, and pedagogical implications. Empirical evidence indicates that while it improves student participation and experience, challenges remain in terms of learning effectiveness, equity of access, and teacher training. In this regard, interdisciplinary strategic planning is needed that prioritizes inclusion, the protection of digital rights, and the development of new skills for the 21st-century educational ecosystem.

The metaverse should not be conceived as an end in itself but as a powerful tool in service of student-centered pedagogy, mediated by technology but anchored in principles of social justice, collaboration, and critical thinking.

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FINANCING

No financing.

CONFLICT OF INTEREST

None.

AUTHORSHIP CONTRIBUTION

Conceptualization: Hugo Armando Jurado-Vásquez, Andrés Ultreras-Rodríguez, Gerson Washington Granda Herrera.

Data curation: Hugo Armando Jurado-Vásquez, Andrés Ultreras-Rodríguez, Gerson Washington Granda Herrera.

Formal analysis: Hugo Armando Jurado-Vásquez, Andrés Ultreras-Rodríguez, Gerson Washington Granda Herrera.

Research: Hugo Armando Jurado-Vásquez, Andrés Ultreras-Rodríguez, Gerson Washington Granda Herrera.

Methodology: Hugo Armando Jurado-Vásquez, Andrés Ultreras-Rodríguez, Gerson Washington Granda Herrera.

Project management: Hugo Armando Jurado-Vásquez, Andrés Ultreras-Rodríguez, Gerson Washington Granda Herrera.

Resources: Hugo Armando Jurado-Vásquez, Andrés Ultreras-Rodríguez, Gerson Washington Granda Herrera.

Software: Hugo Armando Jurado-Vásquez, Andrés Ultreras-Rodríguez, Gerson Washington Granda Herrera.

Supervision: Hugo Armando Jurado-Vásquez, Andrés Ultreras-Rodríguez, Gerson Washington Granda Herrera.

Validation: Hugo Armando Jurado-Vásquez, Andrés Ultreras-Rodríguez, Gerson Washington Granda Herrera.

Display: Hugo Armando Jurado-Vásquez, Andrés Ultreras-Rodríguez, Gerson Washington Granda Herrera.

Writing - original draft: Hugo Armando Jurado-Vásquez, Andrés Ultreras-Rodríguez, Gerson Washington Granda Herrera.

Writing - proofreading and editing: Hugo Armando Jurado-Vásquez, Andrés Ultreras-Rodríguez, Gerson Washington Granda Herrera.