Collaborative Learning in Immersive Virtual Environments: A Review of Its Potential in Secondary Education Through Interaction in Metaverses

Abstract

Introduction: Collaborative learning in secondary education has been recognized as an effective strategy for the development of social, cognitive and emotional skills. In parallel, metaverses have emerged as virtual environments with the potential, to enrich educational interaction through immersive experiences. This article reviews, how collaborative learning is articulated within metaverses, especially from the social, cognitive and emotional dimensions. A narrative review of scientific literature published between 2018 and 2024 in databases such as Scopus, Springer and indexed journals was conducted. Case studies, pilot experiences and theoretical models applied to collaborative learning in immersive environments were analyzed, with emphasis on high school students. The reviewed studies show that metaverses favor teamwork through interaction between avatars, co-construction of tasks and real-time communication. Benefits such as increased motivation, development of social skills and situated learning were identified. Challenges such as the need for teacher training, intentional design of activities, and attention to technological equity were also noted. Collaborative learning in metaverses offers opportunities to transform educational practices in secondary school. To achieve this, solid pedagogical planning, effective teacher mediation and educational policies that guarantee access and inclusion are required. It is proposed to strengthen research and specialized teacher training in immersive virtual environments.