From the physical classroom to the immersive classroom: the metaverse as a socio-technological learning environment

Abstract

This paper presents an analysis of the metaverse as a socio-technological ecosystem with transformative potential in education, going beyond its understanding as an isolated tool. Based on a critical review of experiences in Spanish-speaking contexts and recent literature, three fundamental dimensions were explored: the design of virtual worlds with pedagogical intent, human-computer interaction, and the interdisciplinary articulation between education, psychology, and technology. It was identified that the effective design of immersive environments must go beyond visual aesthetics, incorporating narrative, collaborative, and affective elements that promote meaningful learning. Interaction with the virtual environment, mediated by intuitive and emotionally sustainable interfaces, was key to sustaining motivation and facilitating complex cognitive processes. It was also highlighted that the incorporation of ethical frameworks, inclusive approaches, and socio-emotional competencies is essential to ensuring equitable and sustainable educational experiences in the metaverse. The evidence showed that this technology fosters skills such as self-regulation, empathy, and critical thinking, provided there is genuine collaboration between teachers, designers, and human development specialists. Finally, it was proposed to understand the metaverse as a space where technological innovation, pedagogical agency, and affectivity converge, capable of responding to the needs of contemporary learning from an integrative and evidence-based perspective.