Gamification and digital equity: analysis of educational designs in the metaverse for vulnerable populations
DOI:
https://doi.org/10.56294/mr2024.105Keywords:
Educational gamification, Metaverse, Digital equity, Vulnerable populations, Ethical frameworks, Community co-designAbstract
This research critically examines the challenges and opportunities of educational gamification in the metaverse for vulnerable populations by exploring how structural inequalities—technological, cultural, and pedagogical—shape its implementation. Through a thematic analysis of academic literature, case studies, and public policies (2019–2024), five key dimensions are identified: accessibility, ethical dilemmas in personalization, cultural anchoring of gamified narratives, the teacher's role in technological mediation, and digital equity. Despite the metaverse's democratizing potential, findings reveal its tendency to replicate physical exclusions, particularly in contexts of poverty and ethnic marginalization. The study underscores the urgency of co-creative approaches prioritizing community agency and epistemic justice. It proposes redefining gamification as a space for political contestation where technology fosters expanded educational rights.
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