Metaverse Integration in Education: Empowering Diverse Learning Experiences
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Date
2024-06
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The British University in Dubai (BUiD)
Abstract
This dissertation investigates the integration of the Metaverse into educational settings to enhance diverse learning experiences. The research aims to explore the transformative potential of leveraging immersive technologies in education (Zhang et al., 2022), particularly focusing on fostering inclusivity and accessibility. The methodology involves a comprehensive literature review to understand the technological components of the Metaverse, its evolution (Chen et al., 2023), benefits, challenges (Lin et al., 2022), and ethical considerations (Kaddoura et al., 2023). Qualitative and quantitative data collection methods are employed to gather insights from educators, students, and stakeholders regarding their attitudes, perceptions, and experiences with Metaverse integration. The major findings reveal that Metaverse integration holds promise for creating inclusive and adaptive learning environments, especially for students with special educational needs. However, challenges such as technological proficiency and ethical considerations need to be addressed (Lin et al., 2022). The implications of the findings underscore the importance of informed strategies and resources to support educators and students in leveraging the full potential of the Metaverse (Zhang et al., 2022). The dissertation concludes with recommendations for future research and the imperative for continued commitment to inclusivity, ethical considerations (Kaddoura et al., 2023), and pedagogical innovation in Metaverse integration within education.
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Keywords
metaverse, education, AI, special needs, immersive learning, inclusive education, educational technology