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28th International Conference on Knowledge-Based and Intelligent Information & Engineering

Systems (KES 2024)
A Survey for Educational Metaverse: Advances and Beyond
Shihao Pengaa , Daocheng Honga,∗
a,∗
, Jun Huangbb
aaShanghai
Shanghai Institute
Institute of
of AI
AI for
for Education
Education & School of
& School of Computer
Computer Science
Science and
and Technology,
Technology, East
East China
China Normal
Normal University,
University, China
China
bb Information Technology, Carleton University, Canada
Information Technology, Carleton University, Canada

Abstract
Abstract
The Metaverse,
The Metaverse, aa convergence
convergence of of cutting-edge
cutting-edge technologies
technologies such such asas Virtual
Virtual Reality
Reality (VR),
(VR), Augmented
Augmented RealityReality (AR),
(AR), Artificial
Artificial
Intelligence (AI),
Intelligence (AI), and
and blockchain,
blockchain, represents
represents the the next
next frontier
frontier inin digital
digital society’s
society’s evolution.
evolution. Meanwhile,
Meanwhile, as as societal
societal emphasis
emphasis on on
education intensifies,
education intensifies, aa multitude
multitude of of novel
novel technologies
technologies are are being
being integrated
integrated into
into the
the educational
educational landscape
landscape with
with the
the aim
aim ofof improv-
improv-
ing overall
ing overall educational
educational outcomes.
outcomes. This This trend
trend hashas resulted
resulted inin the
the conceptualization
conceptualization of of the
the Educational
Educational Metaverse
Metaverse as as an
an extension
extension
of Metaverse
of Metaverse applications
applications in in this
this domain.
domain. Notwithstanding
Notwithstanding its its advent,
advent, there
there exists
exists aa notable
notable dearth
dearth ofof scholarly
scholarly efforts
efforts dedicated
dedicated
to meticulously
to meticulously summarizing
summarizing and and analyzing
analyzing the the most
most up-to-date
up-to-date research
research findings
findings on on the
the Educational
Educational Metaverse.
Metaverse. Thus,
Thus, thisthis study
study
systematically reviews
systematically reviews recent
recent literature
literature to to examine
examine the the Metaverse’s
Metaverse’s role role inin education,
education, aa field
field that
that stands
stands toto benefit
benefit significantly
significantly
from the
from the integration
integration of of these
these technologies.
technologies. From From an an interdisciplinary
interdisciplinary perspective,
perspective, guided
guided by by the
the insights
insights derived
derived from
from clustering
clustering
algorithms, approximately
algorithms, approximately 90 90 recent
recent publications
publications were were meticulously
meticulously analysed
analysed to to explore
explore andand synthesise
synthesise various
various aspects
aspects pertain-
pertain-
ing to
ing to the
the Educational
Educational Metaverse.
Metaverse. This This comprehensive
comprehensive review review meticulously
meticulously explores
explores itsits primary
primary characteristics,
characteristics, progression
progression of of
foundatonal technologies,
foundatonal technologies, and and multiplicity
multiplicity of of practical
practical implementations,
implementations, therebythereby unravelling
unravelling thethe transformative
transformative potential
potential itit holds
holds
for revolutionising
for revolutionising pedagogical
pedagogical practices.
practices. TheThe findings
findings underscore
underscore the the Educational
Educational Metaverse’s
Metaverse’s capacity
capacity to to enhance
enhance learner
learner en-
en-
gagement and
gagement and motivation
motivation through
through immersive
immersive experiences,
experiences, while
while also
also addressing
addressing the the educational
educational needs
needs ofof individuals
individuals with
with special
special
requirements. The
requirements. The study
study highlights
highlights thethe importance
importance of of optimizing
optimizing the the Educational
Educational Metaverse’s
Metaverse’s technical
technical architecture
architecture andand develop-
develop-
ing pedagogical
ing pedagogical strategies
strategies that
that are
are inclusive
inclusive and and effective.
effective. Furthermore,
Furthermore, itit emphasizes
emphasizes the the need
need toto ensure
ensure educational
educational equity
equity and
and
accessibility, allowing
accessibility, allowing allall learners
learners toto harness
harness the the benefits
benefits ofof this
this technological
technological innovation.
innovation. As As the
the Metaverse
Metaverse emerges
emerges as as aa pivotal
pivotal
force in
force in educational
educational modernization,
modernization, itit isis anticipated
anticipated thatthat its
its applications
applications willwill continue
continue to to proliferate.
proliferate. The
The research
research further
further indicates
indicates
that the
that the future
future trajectory
trajectory ofof the
the Educational
Educational Metaverse
Metaverse is is poised
poised towards
towards comprehensiveness
comprehensiveness and and integration,
integration, with
with technology
technology ad- ad-
vancements emphasizing
vancements emphasizing real-time
real-time capabilities
capabilities and and security
security enhancements.
enhancements. ItIt is is anticipated
anticipated to to extend
extend its
its reach
reach into
into aa broader
broader array
array
of scenarios,
of scenarios, thereby
thereby enabling
enabling aa wider
wider cross-section
cross-section of of disciplines
disciplines and and populations
populations to to reap
reap the
the benefits
benefits itit affords.
affords.
© 2024 The Authors. Published by Elsevier B.V.
© 2024
© 2024 The
The Authors.
Authors. Published by
by Elsevier B.V.
B.V.
This is an open accessPublished
article underElsevier
the CC BY-NC-ND license (https://creativecommons.org/licenses/by-nc-nd/4.0)
This
This is
is an
an open
open access
access article
article under
under the
the CC
CC BY-NC-ND
BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
license
Peer-review under responsibility of the scientific committee (http://creativecommons.org/licenses/by-nc-nd/4.0/)
of the 28th International Conference on Knowledge Based and
Peer-review
Peer-review under responsibility
under responsibility
Intelligent information of the
of the scientific
and Engineering scientific
Systems committee of
committee of the
the KES
KES International.
International.

Keywords: Educational
Keywords: Educational Metaverse,
Metaverse, Immersive
Immersive Environment,
Environment, Technological
Technological Innovation,
Innovation, Education
Education Equity;
Equity;

∗∗ Corresponding author.
Corresponding author. Tel.:
Tel.: +0086-21-62235021
+0086-21-62235021 ;; fax:
fax: +0086-21-62235021.
+0086-21-62235021.
E-mail address:
E-mail address: hongdc@dase.ecnu.edu.cn
hongdc@dase.ecnu.edu.cn

1877-0509 © 2024 The Authors. Published by Elsevier B.V.

1877-0509 ©
1877-0509 © 2024
2024 The
The Authors. Published
Published by Elsevier
Elsevier B.V.
B.V.
This is an open accessAuthors.
article under the by CC BY-NC-ND license (https://creativecommons.org/licenses/by-nc-nd/4.0)
This is
is an
an open
open access
access article
article under
under the
the CC
CC BY-NC-ND
This
Peer-review under responsibility of BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
license
the scientific (http://creativecommons.org/licenses/by-nc-nd/4.0/)
committee of the 28th International Conference on Knowledge Based
Peer-review under
Peer-review under responsibility
responsibility of
of the
the scientific
scientific committee
committee ofof the
the KES
KES International.
International.
and Intelligent information and Engineering Systems
10.1016/j.procs.2024.09.590
 Shihao Peng et al. / Procedia Computer Science 246 (2024) 1456–1465 1457
2 Shihao Peng / Procedia Computer Science 00 (2024) 000–000

1. Introduction

In recent years, Metaverse, as a new concept, has been widely discussed by industry, academia, media and the
public. In the Metaverse era, the application of artificial intelligence and other intelligent technologies will further
integrate the real and virtual content, and promote all industries to find new space for development and acceler-
ate transformation and upgrading. This technology has proven to be very effective in key areas such as healthcare,
military training, enterprise manufacturing, real estate and gaming [31]. The fusion of Metaverse technology with
education, which has led to the emergence of the ”Educational Metaverse,” is increasingly becoming a key driver of
educational innovation. This concept is expunded upon in detail for the first time in [27], where it is highlighted that
Metaverse technology, through the integration of VR/AR/MR, blockchain and communication technologies, creates
a parallel virtual educational environment that coexists with the real world. Such an environment not only provides
immersive learning experiences but also fosters the development of students’ collaborative skills, communication,
critical thinking, and creativity.
In the wake of the escalating severity of the COVID-19 pandemic, which began in 2020, the education industry
introduced Microsoft Teams, Zoom and other video-based platforms with the intention of transforming the classroom
into a business meeting mode. However, this mode has certain drawbacks, as it cannot replace the interactive and
collaborative teaching and learning between teachers and students. Furthermore, it will also give students a sense of
distance, preventing them from being immersed in learning, and reducing learning efficiency. Additionally, it does not
contribute to enhancing their motivation and overall effectiveness. In contrast, the results from [5] demonstrate that
students demonstrate a widespread inclination towards learning methods that incorporate Metaverse technology, even
when they lack prior experience with such applications.
As an ecological platform, the Educational Metaverse will redefine the space of education and support personal-
ized, adjunctive and interactive learning. It is of great theoretical and practical significance to explore the technology
and implementation form of the Educational Metaverse in order to facilitate the diversification of educational forms
and scenes. Nevertheless, the application of the Educational Metaverse also confronts technical challenges, concerns
regarding the protection of privacy, and the assurance of educational equity, issues that require ongoing research and
technological innovation to address. Concurrently, there is a paucity of comprehensive and systematic overviews of
the most recent research landscape concerning the ”Educational Metaverse”. This leaves a dearth of resources avail-
able to guide researchers working within this domain, which also constitutes the very purpose of the present review.
The current article examines recent research papers on the Educational Metaverse by conducting separate searches
within the realms of computer science and education, respectively. The objective is to analyse the distinctive em-
phases placed by each field places on research methodologies and trends pertaining to the Educational Metaverse.
Furthermore, this scholarly work examines the Educational Metaverse from a multitude of perspectives, including its
primary characteristics, progression of foundational technologies, and multiplicity of practical implementations. This
endeavor serves to elucidate the evolving roadmap of the Educational Metaverse in a more lucid manner, thereby pro-
viding researchers with a comprehensive reference point to navigate its development. In summary, this paper makes
the following contributions:

• This article presents the first comprehensive interdisciplinary overview, rigorously examining the Educational
Metaverse at the confluence of computer science and educational domains.
• The employment of clustering methods facilitated a systematic classification of the retrieved articles across mul-
tiple dimensions, thereby providing a multidimenstional reference point for scholars exploring the Educational
Metaverse.
• This work ventures forth prospective considerations on the future trajectories of the Educational Metaverse,
intending to inspire and inform further scholarly inquiry within the field.

The rest of the paper is organized as follows: Section 2 describes the searching strategy and clustering analysis
methods employed in this review, upon which the content of Sections 3 is grounded. Section 3 provides a detailed
analysis and summary of the primary characteristics of the Educational Metaverse, the progression of foundational
technologies, and its multiplicity of practical implementations. Finally, Section 4 provides a summary and conclusion
of the entire paper and explores potential future directions for the development of the Educational Metaverse.
1458 Shihao Peng et al. / Procedia Computer Science 246 (2024) 1456–1465
Shihao Peng / Procedia Computer Science 00 (2024) 000–000 3

2. Methodology

This study used the systematic literature review method as a strategy to search for, synthesize and evaluate re-
searches focused on ”Educational Metaverse”. The review method consists of two primary components: Search Strat-
egy and Cluster Analysis, summarized as follows.

2.1. Search Strategy

In the course of the literature search, the education field selected EBSCO, a globally leading provider of academic
databases and services, particularly prominent in educational research. In contrast, in the field of computer science,
dblp and arXiv were chosen, with the former being an authoritative and comprehensive database of computer sci-
ence research literature encompassing extensive information from prestigious journals, conferences, workshops, book
chapters and other publications. And the latter serves as a preprint repository, offering high reference value for the
latest advancements in computer science research. The retrieved literature results exhibited overlap, yet during the
search phase, the results were not merged, yielding 41 documents from EBSCO, 36 from arVix, and 25 from dblp
after manual screening to eliminate non-research content such as news items, records, and books.
It is notable that no publication year restrictions were set during the search process, which to a degree reflects the
evolving research trends. Among the EBSCO search results, the earliest document dates back to 2010, whereas in
the two computer science database platforms, the retrieved results extend only until 2021(from arXiv). This outcome
suggests that educational researchers have been more engaged with the topic of the Educational Metaverse than their
counterparts in computer science.

Table 1. Search strategy

Research fields Computer Science Education

Keywords Educational Metaverse Educational Metaverse

Time period 2021-2024, 2010-2024
Search platforms dblp arXiv EBSCO
Number of search results 25 36 41

Integrated document count 86

2.2. Cluster Analysis

Given that the Educational Metaverse constitutes an interdisciplinary convergence straddling both the domains
of computer science and educational inquiry, a unilateral consolidation of its contents proves insufficient to capture
its breadth comprehensively. Consequently, the study employs a clustering methodology, utilising abstracts and key-
words extracted from the selected articles, to conduct a comprehensive analysis of the subject matter across multiple
dimensions.
Cluster analysis is an unsupervised learning method that aims to group objectives or observations in a dataset
according to their similarity or distance from each other, forming multiple clusters. This method does not require
prior knowledge of the categorical labels of the data, but automatically discovers the structure in the data. This review
employs the cluster analysis method of TF-IDF+K-means, whereby the textual content of the literature is converted
into Term Frequency-Inverse Document Frequency(TF-IDF) vectors and subsequently clustered using K-means. This
algorithm employs the Euclidean distance metric function by default, as demonstrated in Equation (1).

 n

d(p, q) = (pi − qi )2 (1)
i=1

The research ideas presented in this review are based on the results of clustering algorithms, which have been
analysed and obtained. A detailed account of these results can be found in Section 3.
 Shihao Peng et al. / Procedia Computer Science 246 (2024) 1456–1465 1459
4 Shihao Peng / Procedia Computer Science 00 (2024) 000–000

Fig. 1. 3D PCA Reduced Data with Clusters

3. Results

The clustering algorithm used derived 5 distinct classes, the distributions of which are shown in Figure 1. In order to
facilitate visualisation and intuitive understanding of the clustering results, Principal Component Analysis(PCA) was
used to reduce the dimensionality of the high-dimensional TF-IDF features, making them amenable to representation
in a three-dimensional space.
This visualisation shows the dominance of Class 3 and Class 4 in terms of volume, followed by Class 2. In addition
to the expected keyword ”metaverse”, central terms such as ”student” and ”user” emerge, underlining the application’s
focus on Educational Metaverse. Furthermore, technical orientations are highlighted by keywords like ”WebRTC”,
”avatar” amd ”model”, indicating a strong emphasis on technological infrastructure. In particular, the term ”virtual”,
while not consistently at the forefront within individual clusters, is prevalent across multiple clusters, reflecting a
characteristic feature of the Educational Metaverse.
In light of these observations, this paper proceeds with an analysis structured around three key dimensions: the
Primary Characteristics, Progression of Foundational Technologies, and Multiplicity of Practical Implementations.
The remainder of this section is an in-depth analysis guided by the clustering results.

3.1. Primary Characteristics

The Educational Metaverse, still in its infancy, represents a digital learning ecosystem that seamlessly integrates ad-
vanced technologies, including virtual reality (VR), augmented reality (AR), mixed reality (MR), artificial intelligence
(AI), blockchain, and 5G communication networks. As previously discussed, the Educational Metaverse transcends
the limitations of traditional online learning platforms, diversifying educational modalities and affording students
enhanced learning experiences, thereby contributing to higher levels of learning quality. This section will present a
summary analysis of the primary characteristics of the Educational Metaverse, thereby illuminating why it can exert
a more positive impact on students’ learning experiences.
Among the most emphasized attributes is its immersive experience. Studies such as [14] elucidate how researchers
harness Virtual Reality (VR) and Augmented Reality (AR), among other Artificial Intelligent(AI) technologies, to
1460 Shihao Peng et al. / Procedia Computer Science 246 (2024) 1456–1465
Shihao Peng / Procedia Computer Science 00 (2024) 000–000 5

create immersive experiences within the Educational Metaverse. Meanwhile, works like [20] specifically articulate the
tangible enhancements in learning outcomes brought about by the immersive experiences offered by the Educational
Metaverse. This level of immersion is unattainable through traditional online education methods. Indeed, under certain
circumstances, the immersive advantage surpasses even face-to-face instruction in real-world settings. For instance,
in medical education [12], simulations within virtual environments often prove more conducive to practice than actual
physical scenarios. A salient benefit of immersive experiences lies in their interactivity and collaboration, which is
at the heart of the Educational Metaverse’s core philosophy. This viewpoint is extensively elaborated upon in [30].
Another significant characteristic of the Educational Metaverse is its accessibility and inclusivity. In the physical
world, providing learners with special needs an identical educational environment and opportunities to those of typical
students can be arduous and costly; however, the Educational Metaverse offers a promising solution to this challenge.
Works such as [29] highlights that the Educational Metaverse can offer an accommodating learning environment and
social engagement for individuals with unique requirements, like those with Autism Spectrum Conditions (ASC),
thereby fostering educational equity by treating all students equally. The Metaverse also caters to learners from
diverse backgrounds and takes into account geographical disparities by adopting varied technologies, as evidenced in
studies like [48]. Furthermore, they also posit that the Educational Metaverse has the potential to bridge educational
gaps between different demographics. However, it should be noted that leveraging the technology products of the
Educational Metaverse comes with a certain threshold. Efforts are still needed from researchers to explore ways of
lowering this barrier and promoting wider adoption of the Educational Metaverse.
Several scholars like [41] advocate for student-centered pedagogical approaches, where the Educational Meta-
verse’s artificial intelligence and analytics capabilities can be leveraged to tailor learning paths according to individual
students’ progress and preferences, thus realizing personalized instruction.
Lastly, as an online educational technology, the Educational Metaverse must prioritize real-time functionality
and security. Studies such as [14] investigates novel and diverse technologies to ensure its capability for real-time
interaction, thereby providing robust network support for its fundamental instructional services. Simultaneously, cy-
bersecurity and educational safety are paramount concerns, addressing issues related to property protection and pri-
vacy on one hand, and the educational impact on students on the other. Hence, the security aspect of the Educational
Metaverse must receive ample attention. Papers akin to [34] examine blockchain technology, a key technical enabler
for ensuring the security of the Educational Metaverse, and also discuss the need for educators to prepare accordingly.

3.2. Progression of Foundational Technologies

Tracing the timeline of Educational Metaverse’s technology evolution, this section encapsulates its growth and
forecasts imminent advancements.
The literature of 2021 seems to have made limited tangible progress in advancing the field. Some scholars have
contributed by deconstructing the research frameworks surrounding the Educational Metaverse and forecasting its
expansive potential horizons. Conversely, other researchers drew attention to the challenges and issues associated with
technological development relevant to the field. However, in terms of actual technological advances and measurable
outcomes, the reported achievements were relatively modest.
The year 2022 beheld innovative steps. [7] concocted VR-enriched educational programming interfaces, setting
the stage for collaborative and debug-enhanced pedagogies in VR. Anticipated future experimentation and integration
into education systems were outlined. Meanwhile, [42] envisaged AR, VR, AI, and cloud-infused blended learning
settings, confronting challenges in virtual resource exchanges and interactions. Pioneering Web XR application de-
velopment, [8] advocated Software Product Line (SPL) influenced methods with the MetaSee Feature Model Editor.
Interdisciplinary efforts were magnified by [44], correlating blockchain and AI with the Metaverse, pondering the
syntony of economies and digital currencies. [33] fortified deep learning-based channel estimation in future wireless
networks from adversarial aggressions.
Come 2023, the research riveted on the Metaverse’s educational employments and prevailing dilemmas. [15] toiled
over WebRTC DataChannel-based avatar synchronization but contended with latency issues. The interplay of Ma-
chine Learning(ML) with educational Metaverse and the imperative of privacy handling was tabled by [2]. [9] honed
mobile Metaverse pedagogies via co-design, waving the flag for user experience, security, and accessibility. Network
design for the Metaverse gained traction with talks of 6G backing by [26]. The nexus of ChatGPT and the Metaverse
was explored by [49], spanning instructional to entertainment verticals. The implementation of Metaverse tech, in-
 Shihao Peng et al. / Procedia Computer Science 246 (2024) 1456–1465 1461
6 Shihao Peng / Procedia Computer Science 00 (2024) 000–000

tertwining smart communications, was meticulously designed by [4]. Parallelly, college-teaching tailored Metaverse
frameworks like MetaAID 2.5 was proffered by [50], juggling data privacy and security. Improving real-time com-
munication within the educational Metaverse was endeavored by [14], though network fluctuation consistency posed
issues.
In synopsis, the trajectory of Educational Metaverse research is morphing from ideational to application-rich,
advocating heightened personalization and cross-disciplinary synthesis. Advances like VR, AI, blockchain, big data,
6G, and real-time communications are pivotal, propelled by educators to uplift teaching and learning qua. Ongoing
endeavors to balance tech implementation, user-centricity, affordability, privacy integrity, educational equality, and
staunch technical infrastructure connote a persistently progressive and challenging landscape.

3.3. Multiplicity of Practical Implementations

This section examines the diverse manifestations of Educational Metaverse applications within the educational
context, categorizing these explorations into three main areas: application scenarios, approaches to implementation,
and target audience.

3.3.1. Application Scenarios

This part elucidates the diverse application scenarios of the Educational Metaverse, illustrating its strong potential
adaptability across a range of educational contexts.
The study [6] investigates the practical application and outcomes of the Educational Metaverse within primary
school environments, whereas [39] focuses on its implementation and empirical usage in digital libraries within higher
education institutions. This suggests that the Educational Metaverse possesses the capacity to adapt to varying edu-
cational stages. A quintessential instance lies in the creation of virtual laboratories ingeniously portrayed in [37],
utilizing CoSpaces for quantum computing tutelage via 3D manifestations. Augmenting this, the intersection of IoT
with the Metaverse, as researched in [22], examines its ingress into healthcare, scholastics, and smart urban planning.
These articles demonstrate that the Educational Metaverse exhibits commendable performance across both simple and
complex pedagogical tasks.
The VR-based sagacity in English pedagogy at the Chinese Open University was explored through empirical lenses
in [47], offering practical insights into Metaverse applications. In similar strides, the engineering of educational con-
sortiums within the Metaverse sphere is dissected in [45], underscoring resource exchange, variegated learning scenar-
ios, and decentralized scholastic activities as scaffolds for educational commune development. This further showcases
the application versatility of the Educational Metaverse in addressing single-discipline problems up to interdisci-
plinary challenges.
A striking application in nursing education materialized through VRChat, facilitating simulated court trials, thereby
augmenting interpretative diversity and critical acumen concerning patient safety. This novel pedagogy is covered in
[20]. The burgeoning role of federated learning in the healthcare aspect of the Metaverse, prioritizing privacy and
data administration, is probed in [1]. The incorporation of the Metaverse within hotel education’s PBL courses was
probed by [21], citing initial lingual and technical restraints; yet collaborative group work precipitated enhanced
student participation and comprehension. These articles collectively shed light on the applications of the Educational
Metaverse within the domain of specialized education.
In summary, the Educational Metaverse boasts a wide array of potential applications across diverse educational con-
texts. Spanning from primary to tertiary education, it demonstrates promising utility in tasks ranging from straightfor-
ward tutoring to intricate simulation exercises, from single-discipline learning to complex interdisciplinary pursuits,
and from general education to specialized domains.

3.3.2. Approaches to Implementation

The methodologies and technological frameworks for integrating the Educational Metaverse are comprehensively
chronicled in this part.
The genesis of utilizing virtual reality within the educational domain was contemplated by [32], divulging a
methodological artifact to spur and guide educators and developers in the crafting and adoption of virtual realms,
aiming to transcend the challenges of inefficient tech application for enriched pedagogic encounters. Exploring new
terrain, [13] probed the Metaverse’s assimilation into physical training, accentuating the prospects and impediments
1462 Shihao Peng et al. / Procedia Computer Science 246 (2024) 1456–1465
Shihao Peng / Procedia Computer Science 00 (2024) 000–000 7

in realizing immersive, sportive educational environments. Moving towards advanced technological integration, [24]
exhibited an open-source architectural construct oriented towards online dissemination of 3D academic content, em-
bracing web technologies, virtual reality, and virtual worlds. The creation of interactive educational spaces within the
Metaverse, augmented by virtual reality’s simulation of true-to-life interactions, is articulated in [11]. Taking strides in
connecting disparate technologies for education, [17] reviews how XR and IoE technologies can be meshed to fabri-
cate a cohesive, enveloping educational milieu within the Metaverse. The Metaverse’s potential for organizing virtual
open-house events is unfolded by [35], citing the utility of Unity and WebGL in fostering accessible Metaverse-fronted
applications.
Further, [38] delineates a 3D Metaverse structure that champions social and cognitive interactive learning, eluci-
dated by a ’solar system assembly’ exemplar that corroborates the low-entry barriers in fostering user engagement.
A composite ecosystem, outlined by [36], harnesses a multilayered arrangement amalgamating infrastructure, digital
environments, and user synergy. Within this context, [18] demonstrates the application of learning theories to VR
environments in the Metaverse, cultivating deep-seated immersion. In a trailblazing fashion, [19] unfurls a Metaverse
grounded in CIAI-FML, weaving Heart Sutra precepts with CI/AI foundations, to construct an academic terrain where
mankind and machine learn in collective harmony, leveraging human and computer intelligence synergies.
The aggregation of these studies provides compelling evidence that the Educational Metaverse is steadily progress-
ing from theoretical postulation towards the realisation of versatile and tangible implementation avenues. The spec-
trum of approaches ranges from pedagogic motivation tools to immersive cognitive scaffolds, ethical AI paradigms to
cross-platform accessibility, each enriching the teaching-learning confluence with novel, user-centric, and technolog-
ically progressive methodologies.

3.3.3. Target Audience

In the odyssey of the Educational Metaverse, the spectrum of its target audience has burgeoned with marked
sophistication and inclusivity, extending from the initial focus to a much broader demographic. This evolution is
discussed in detail below.
The nascent stages of the Educational Metaverse were predominantly aligned with the higher education realm. A
dual-methodological assessment conducted by [40] sheds light on students’ perceptions regarding the Metaverse’s
adoption in education; it surfaced an overarching receptivity and optimism for the potential educational enhance-
ment, notwithstanding many students’ unfamiliarity with the Metaverse’s practical usage. The research by [28] scruti-
nizes college students’ receptiveness to Metaverse-based educational frameworks, deploying a technology acceptance
model. The allure of Metaverse technology in university education is manifested as innovative pedagogical permu-
tations aimed at intensifying learner engagement, as expounded by [10]. Language acquisition, specifically English,
within the Metaverse’s higher education applications, is dissected by [23], highlighting potential enhancements in
academic prowess.
As the Metaverse educational saga unfolds, it transgresses into the vocational and professional training landscape.
Here, the technology has been harnessed to further nursing and hospitality education, as reflected in [20]. Pertinent to
medical pedagogy and operative practices, [25] probes into its prospects, engaging both novices and veteran healthcare
practitioners. A particularly poignant stride is the Metaverse’s support for unique educational needs, exemplified by
ASC individuals gaining accessible social channels through immersive learning scenarios, discussed in [16]. Building
upon a similar premis, the REEPS construct, explicated in [46], vies to democratize higher education for learners
grappling with specific learning difficulties via assistive technologies.
Permeating younger echelons, [6] introduces an invigorating learning paradigm where upper primary schoolers re-
imagine their scholastic environments within a Metaverse framework. This is emblematic of the Metaverse’s pervasive
reach, now embroiling K-12 landscapes, ongoing learning curves, and the quest for lifelong knowledge accumulation.
[3] corroborates the Metaverse’s role in enriching educational dividends across variegated learning life stages. More-
over, catering to the younger generation and their custodians, [43] contemplates the augmentation of children’s mental
well-being through technological interventions, bridging institutional and domestic spheres.
In essence, the evolutionary trajectory of the Educational Metaverse’s target audience enjoins a compelling nar-
rative—evolving from a higher education centricity to a comprehensive embrace of vocational, special, and primary
education, while beckoning perpetual pedagogic innovation and the integration of technology for educational superior-
ity and universal access. It heralds a propitious and transformative continuum for learners of all stripes, as technologies
progress inexorably towards a more capacious and diversified horizon of learning possibilities.
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8 Shihao Peng / Procedia Computer Science 00 (2024) 000–000

4. Discussion and Conclusion

It is noteworthy that this study is subject to certain limitations. This research was confined to databases including
dblp, arXiv, and EBSCO, which may have overlooked pertinent contributions from other disciplines such as social sci-
ences and neuroscience where the Educational Metaverse also finds application. Nonetheless, the analysis conducted
on the primary characteristics, progression of foundational technologies, and multiplicity of practical implementa-
tions of the Educational Metaverse offers a glimpse into the emergent trends in this realm of research. Moreover, the
employment of clustering algorithms lent a systematic underpinning to our analytical approach, underscoring their
viability as a tool in conducting literature reviews.
The advent of the Metaverse, which may herald a revolution in the internet era, is witnessing unprecedented trans-
formation. A comprehensive review and analysis of the latest research on the Educational Metaverse reveals a multi-
tude of potential benefits and challenges associated with this nascent concept. As a platform that integrates advanced
technologies such as virtual reality (VR), augmented reality (AR), artificial intelligence (AI), and blockchain, the Ed-
ucational Metaverse offers learners immersive educational experiences and provides educators with the opportunity
to explore innovative teaching methods and strategies. It is acknowledged that the Educational Metaverse has the
potential to enhance learner engagement and motivation. This is achieved by enabling learners to engage in dynamic
and interactive learning scenarios that mimic real-world situations. This, in turn, improves learning effectiveness and
outcomes. Moreover, it represents a pivotal step towards the democratisation and personalisation of modern education
by offering tailored learning solutions for individuals with special educational needs. The emergence and evolution
of the Educational Metaverse present a compelling vision for contemporary education. It aims to transcend certain
physical constraints, overcome geographical and economic barriers, and inclusively embrace every learner, offering
equal educational opportunities worldwide. From its nascent stages, which commenced with the initial exploration of
VR and AR, the Educational Metaverse has undergone a gradual meturation process, encompassing the integration of
blockchain and 6G communication networks.
Nevertheless, it is evident that there remains a considerable distance to travel before the widespread implementation
of this technology can be achieved. There are inherent limitations in terms of precision, completeness, reliability, and
universality. On the one hand, a fully mature and comprehensive technological framework capable of realising the
envisioned ideal Educational Metaverse has yet to emerge. On the other hand, the high threshold for application,
largely influenced by hardware development, restricts access to this technology to a relatively small group of students
at present. Consequently, it is imperative to direct attention not only to more sophisticated software technologies, but
also to the development of related hardware technologies. This will facilitate the creation of an Educational Metaverse
that is both of exceptional educational value and accessible to the general public.

Acknowledgements

This work is partly supported by the National Natural Science Foundation of China(61977025, L2224002), the
Teaching Reform and Research of Academic Affairs Office, ECNU (2022HSJG023).

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