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Review
. 2021:18:32.
doi: 10.3352/jeehp.2021.18.32. Epub 2021 Dec 13.

Educational applications of metaverse: possibilities and limitations

Bokyung Kye  1 , Nara Han  1 , Eunji Kim  1 , Yeonjeong Park  2 , Soyoung Jo  1
Affiliations
Review

Educational applications of metaverse: possibilities and limitations

Bokyung Kye et al. J Educ Eval Health Prof. 2021.

Abstract

This review aims to define the 4 types of the metaverse and to explain the potential and limitations of its educational applications. The metaverse roadmap categorizes the metaverse into 4 types: augmented reality, lifelogging, mirror world, and virtual reality. An example of the application of augmented reality in medical education would be an augmented reality T-shirt that allows students to examine the inside of the human body as an anatomy lab. Furthermore, a research team in a hospital in Seoul developed a spinal surgery platform that applied augmented reality technology. The potential of the metaverse as a new educational environment is suggested to be as follows: a space for new social communication; a higher degree of freedom to create and share; and the provision of new experiences and high immersion through virtualization. Some of its limitations may be weaker social connections and the possibility of privacy impingement; the commission of various crimes due to the virtual space and anonymity of the metaverse; and maladaptation to the real world for students whose identity has not been established. The metaverse is predicted to change our daily life and economy beyond the realm of games and entertainment. The metaverse has infinite potential as a new social communication space. The following future tasks are suggested for the educational use of the metaverse: first, teachers should carefully analyze how students understand the metaverse; second, teachers should design classes for students to solve problems or perform projects cooperatively and creatively; third, educational metaverse platforms should be developed that prevent misuse of student data.

Keywords: Augmented reality; Communication; Educational personnel; Medical education; Virtual reality.

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Conflict of interest statement

Conflict of interest

Bokyung Kye, Na-Ra Han, Eun-Ji Kim, and So Young Jo have been employees of the Korea Education and Research Information Service. However, this review article is not an official opinion of the Korea Education and Research Information Service, but rather reflects the authors’ opinions. Otherwise, no potential conflict of interest relevant to this article was reported.

Figures

Fig. 1.
Fig. 1.
(A, B) Diagram of 4 types of the metaverse [4].
Fig. 2.
Fig. 2.
Virtuali-Tee: augmented reality T-Shirt [7].
Fig. 3.
Fig. 3.
Augmented reality-based spine surgery platform [8].
Fig. 4.
Fig. 4.
(A, B) Artificial intelligence analysis screen for all subjects and distribution table of achievement changes by unit [9].
Fig. 5.
Fig. 5.
(A, B) Foldit platform as a mirror world example [10].
Fig. 6.
Fig. 6.
Classroom in Gathertown [11].
Fig. 7.
Fig. 7.
Class 2 map in Zepeto. From Snow Corp. Zepeto [Internet]. Seongnam: Snow Corp.; c2021 [cited 2021 Nov 29]. Available from: https://zepeto.me/ [14].
Fig. 8.
Fig. 8.
(A–D) Roblox remote education tool (https://education.roblox.com/ko-kr/resources/roblox-remote). From Roblox Corp. Roblox [Internet]. San Mateo (CA): Roblox Corp.; c2021 [cited 2021 Nov 29]. Available from: https://www.roblox.com [15].
Fig. 9.
Fig. 9.
Trends of interest in the metaverse in Google Trends over time. From Google Trends. Metaverse [Internet]. Mountain View (CA): Google; 2021 [cited 2021 Nov 29]. Available from: https://trends.google.com/trends/explore?date=all&q=metaverse [22].
See this image and copyright information in PMC

References

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