Skip Navigation
Skip to contents

JEEHP : Journal of Educational Evaluation for Health Professions

OPEN ACCESS
SEARCH
Search

Articles

Page Path
HOME > J Educ Eval Health Prof > Volume 18; 2021 > Article
Review
Educational applications of metaverse: possibilities and limitations
Bokyung Kye1*orcid, Nara Han1orcid, Eunji Kim1orcid, Yeonjeong Park2*orcid, Soyoung Jo1orcid

DOI: https://doi.org/10.3352/jeehp.2021.18.32
Published online: December 13, 2021

1Global Policy and Research Section, Digital Education Policy Division, Korea Education and Research Information Service, Daegu, Korea

2Department of Early Childhood Education, College of Humanities and Social Sciences, Honam University, Gwangju, Korea

*Corresponding email: kye@keris.or.kr (Bokyung Kye); ypark@honam.ac.kr (Yeonjeong Park)

Editor: Sun Huh, Hallym University, Korea

• Received: November 29, 2021   • Accepted: November 30, 2021
*These authors contributed equally to this work as corresponding authors.This is an abridged, translated secondary publication of an issue published in Korean (RM 2021-6 KERIS, ISBN: 979-11-6555-161-2 95370) on July 2, 2021 by the Korea Education and Research Information Service according to the CC-BY-NC license.

© 2021 Korea Health Personnel Licensing Examination Institute

This is an open-access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

  • 36,838 Views
  • 2,940 Download
  • 236 Web of Science
  • 267 Crossref
  • 427 Scopus
  • 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.
Background
The metaverse concept first appeared in 1992 in the science fiction novel Snow crash by American novelist Neal Stephenson. The characters in Snow crash become avatars and work in a 3-dimensional (3D) virtual reality, and this 3D virtual reality is called the metaverse. The metaverse refers to a virtual reality existing beyond reality. It is a compound word of “meta”, meaning transcendence and virtuality, and “universe”, meaning world and universe. This term refers to the digitized earth as a new world expressed through digital media such as smartphones and the internet [1]. After the concept of the metaverse appeared, extensive efforts and research were carried out to make the metaverse a reality. The Acceleration Studies Foundation (ASF), a representative metaverse research organization, announced the metaverse roadmap in 2006. It presented the concept of the metaverse and the 4 types of the metaverse and proposed thinking about the metaverse as a connection point or combination of the real world and virtual reality.
Go et al. [2] defined the metaverse as “a 3D-based virtual reality in which daily activities and economic life are conducted through avatars representing the real themselves.” Here, daily activities and economic life are extensions of reality, and it is seen that the real world is combined with the virtual space, and reality is expanded into the virtual space. In other words, the avatar in the metaverse is identified with one’s real self. The avatar engages in social, economic, and cultural activities in the metaverse world. In addition, Lee [3] stated that “metaverse means a world in which virtual and reality interact and co-evolve, and social, economic, and cultural activities are carried out in it to create value.” This is not a simple combination of the world and virtual reality, but an interaction; furthermore, the metaverse can denote a world in which daily life and economic activities are conducted in a unified way.
As the metaverse began to be introduced into present life rapidly, some metaverse applications have already been used in education. Therefore, it is necessary to understand the concept and types of the metaverse and examples of its educational applications.
Objectives
This review aims to define the 4 types of the metaverse and explain the potential and limitation of the educational applications of the metaverse. Specifically, the characteristics of the 4 types of metaverse are described with examples. The merits of applications of the metaverse in the educational field are presented. Furthermore, the limitation and disadvantages of the use of the metaverse are discussed. Thus, this review will be able to provide basic insights into the concept of the metaverse for applying it in education.
In the ASF’s metaverse roadmap, 2 axes were presented to explain the types of the metaverse [4]. One is ‘augmentation versus simulation’, and the other is ‘intimate versus external’ (Fig. 1). Augmentation technology refers to a technology that adds a new function to an existing real system. In the metaverse, augmentation technology superimposes further information on the physical environment that we perceive. Simulation technology, which contrasts with augmented technology, refers to technology that provides a unique environment by modeling reality. Simulation in the metaverse includes various techniques for realizing the simulated world as a place for interaction. In short, augmented technology and simulation can be divided according to whether the information will be implemented in physical reality or virtual reality.
Meanwhile, the metaverse is divided into an inner world and an external world. The inner world focuses on the identity and behavior of an individual or object. Technology is used to achieve completion of the inner world in the metaverse. Individuals or things act using an avatar or digital profiles or act directly in the system, whereby the user has agency in that environment. In contrast, the external world usually focuses on aspects of external reality centered on the user, the subject of the metaverse. Therefore, it includes technology related to displaying information about the user’s surrounding world and how to control it. These internal and external frameworks become another axis for dividing applications based on whether metaverse technology is focused on the user’s inner world or the surrounding world.
The metaverse roadmap categorizes the metaverse into 4 types: augmented reality, lifelogging, mirror world, and virtual reality based on these 2 axes. Table 1 summarizes the definitions, characteristics, application fields, and use cases of each type.
Augmented reality
Augmented reality is a type of augmentation of the external world. It refers to a form of technology that expands the real physical world outside an individual by using a location-aware system and interface with added and layered networked information on spaces we encounter daily [4]. The interfaces that augment the world are divided into Global Positioning System (GPS)-based, marker-based, and see-through-based [5,6]. By utilizing the built-in GPS and Wi-Fi in a mobile device, augmented reality provides linkage information suitable for the user’s location information or recognizes a marker in a QR (quick response) code to augment already extant information. In addition, the real world and virtual graphics can be mixed and viewed in real-time through glasses or lenses. Augmented reality has been evaluated to be effective in learning material that is difficult to observe directly or explain in text, fields that require continuous practice and experience, and fields with high costs and high risk [5]. For example, Cruscope’s Virtuali-Tee is an augmented reality T-shirt that allows students to examine the inside of the human body as if it were an anatomy lab [7] (Fig. 2). Augmented reality simulation content as a representative educational case is related to augmented reality. Simulation plays a role in linking abstract visuals to concrete objects by connecting the context of the real world and virtual objects. In the medical field, various examples of augmented reality technology are emerging. Recently, a research team in a hospital in Seoul developed a spinal surgery platform that applied augmented reality technology in collaboration with university laboratories. This platform uses a real-time projection of a pedicle screw used for spinal fixation on a human body structure as an overlay graphic based on augmented reality [8]. In addition, based on this technology, a spinal surgery education program will be developed to implement an effective education system that can be applied to actual surgery (Fig. 3).
Lifelogging
Lifelogging is a type of augmentation of the inner world. In the world of lifelogging, people use smart devices to record their daily lives on the internet or smartphones. Typical examples of lifelogging include Twitter, Facebook, and Instagram. Recently, there have been services that utilize biometric information stored through wearable devices in the medical field. Some devices link sensors such as Nike Plus to record the amount of exercise or location. This is also a kind of lifelogging. As a representative example, the Classting artificial intelligence (AI) system in Korea is an online class community application called an educational social networking service (SNS). In particular, Classting AI analyzes students’ learning achievements and provides customized learning by level in all subjects [9] (Fig. 4).
Mirror world
The mirror world is a type of simulation of the external world that refers to an informationally enhanced virtual model or “reflection” of the real world [4]. The mirror world is a metaverse where the appearance, information, and structure of the real world are transferred to virtual reality as if reflected in a mirror. However, the expression “efficient expansion” is more appropriate than describing these systems as reproducing the real world [1]. All activities in the real world can be done through the internet or mobile applications, and a mirror world metaverse is a place that makes life in the real world convenient and efficient. Examples of representative mirror worlds used in education include “digital laboratories” and “virtual educational spaces” created in various mirror worlds.

Digital labs

The mirror world metaverse was further activated by the coronavirus disease 2019 (COVID-19) pandemic. In other words, the biggest contributor to enabling the mirror world is the user. Users meet and play games with physically distant people in the mirror world and perform meaningful tasks. The Foldit platform provides an opportunity for all participants to contribute to scientific research through games. David Baker’s team at the University of Washington, which studies protein structure, has used this digital lab to have people fold protein amino acid chains. Through this game, where the protrusion structure matches well, and the player gets points and ranks up if they succeed, the protein structure is found for an AIDS (acquired immunodeficiency syndrome) treatment, and the achievement of 60,000 participants in 10 days was described in a journal publication [10] (Fig. 5).

Virtual educational spaces

A representative example of the mirror world is video conferencing systems such as Zoom, Webex, Google Meet, and Teams. These video conferencing systems are playing the role of the classroom in the real-time operation of non-face-to-face remote classes in the post-COVID-19 era. Gathertown is an online video conferencing platform that supports conversation and business in a virtual space [11]. Its main functions include chatting, interworking with external links, and decorating spaces (Fig. 6). The mirror world metaverse has great educational potential as a way to efficiently expand the information and functions required for learning while showing the real world exactly as if reflected in a mirror [1].
Virtual reality
Virtual reality is a type of the metaverse that simulates the inner world. Virtual reality technology includes sophisticated 3D graphics, avatars, and instant communication tools. It is a world where users feel that they are entirely in a virtual reality. Virtual reality is often described as the other end of the spectrum containing mixed reality and augmented reality [12]. However, virtual reality makes us see a flat image in 3 dimensions based on the working principle of our eyes [6]. It is also characterized as an internet-based 3D space that multiple users can access simultaneously and participate by creating an avatar that expresses the user’s self [13].
In this virtual reality metaverse, the space, cultural background, characters, and institutions are designed differently from in reality. The avatar that acts on behalf of the user explores a virtual space with AI characters, communicates with other players, and achieves the goal. Virtual reality is also called the metaverse in the narrow sense in that the real body moves, touches something, and daily and economic activities take place in the virtual space. Zepeto and Roblox are examples of virtual reality [14,15]. Zepeto is a 3D avatar-based interactive service that has recently appeared, and Roblox is a platform where anyone can create virtual reality and create games by themselves to enjoy with friends and engage in various creative experiences [16].
Zepeto is an augmented reality avatar service operated by Naver Z, and is a representative metaverse platform in Korea. Zepeto, launched in 2018, creates a “3D avatar” using facial recognition, augmented reality, and 3D technology to communicate with other users. It allows users to experience various virtual realities. When anyone takes a picture or loads an image saved in his or her smartphone, a character that resembles the user is created through AI technology. They can customize skin color, features, height, facial expression, gestures, and fashion style as they like. Since the SNS function is also incorporated, it is possible to follow other people and to exchange messages by text or voice [14]. Various activities such as games and educational role-plays can be performed through multiple maps. For example, a teacher can select a classroom map, open a room, invite students, and interact with each other by voice or message on the classroom map [14] (Fig. 7).
Roblox is a virtual reality platform launched in 2006, where one can create one’s own space and enjoy games in real-time. Lee and Han [17] explain that Roblox is a “second real world” in which the virtual currency “Robux” is used, and the economic ecosystem is completed. It is characterized by users being able to make games on their own in virtual reality using the Lego-shaped avatar or to enjoy games made by others [15] (Fig. 8).
We have looked at the characteristics and examples of each of the 4 types of the metaverse. The metaverse can be organized as a space in which the real world is augmented by virtual reality. The real world is connected to virtual reality, the real world is replicated in virtual reality, or the virtual reality becomes another world. From a functional point of view, the metaverse integrates information retrieval, SNS, and game elements. From an evolutionary point of view, the metaverse is a mixture of the internet with 5G and virtual convergence technology, reflecting a world that has been spread and developed in response to the COVID-19 pandemic. From a technical point of view, the metaverse is a complex of virtual reality technologies [2]. Socially, it is a space where members of the digital native generation leave traces in their daily life and economic life with their various appearances (personas, avatars) in the 3D-based internet world. Table 2 summarizes the characteristics and educational implications of each type of metaverse discussed above.
The core of the metaverse can be seen as “extension” and “connection.” The 4 types of the metaverse were developed independently in the beginning. Nonetheless, they have recently been evolving into a new kind of convergence/composite service by interacting while breaking down boundaries. For example, Ghost Pacer, presented as lifelogging, combines augmented reality and lifelogging service [3]. In addition, the virtual conference service Roomkey [18] introduced in a mirror world is an example of the fusion of lifelogging, the mirror world, and virtual reality. Existing non-face-to-face meetings such as video conferences and webinars have the disadvantage that there is no proper way to measure performance other than the number of simultaneous users. In this service that combines virtual reality and lifelogging concepts in a mirror world, all activities such as meetings and networking are measured after the performance.
Among the 4 types of the metaverse, the most diverse and actively used technology in education is virtual reality. In particular, the recent non-face-to-face (untact) era has been characterized by the frequent the utilization of virtual reality, , which can be accessed from anywhere regardless of distance or space. Go et al. [2] presented 5 characteristics of the virtual reality metaverse that distinguish it from existing platform services as the “5 Cs” as follows: first, as a canon, the space-time of the metaverse is created and expanded by designers and participants together; second, a creator (anyone in the metaverse) can create content; third, as a digital currency, production and consumption are possible through the production of various contents; fourth, the continuity of everyday life is guaranteed through the metaverse; and fifth, the metaverse connects the real and the virtual, connects the metaverse worlds, and connects people (avatars).
Book [19] also suggested 6 characteristics of virtual reality as follows: first, as a shared space, virtual reality should be a space where multiple users can participate at the same time; second, with a graphical user interface, virtual reality is visually expressed and implemented in a 2-dimensional (2D) or 3D environment; third, immediacy means that interactions between users in the virtual reality occur in real-time; fourth, interactivity allows users to interact with various contents of the virtual reality, such as transforming or developing contents; fifth, the virtual reality is persistently maintained regardless of the access of individual users; and sixth, with socialization/community, a community that can perform various social actions in the virtual reality can be formed.
The recent metaverse craze has started again, according to the transition to an untact society due to the COVID-19 pandemic. The 4 existing metaverse types—augmented reality, lifelogging, mirror world, and virtual reality—are accelerating the utilization of the metaverse as it evolves into a new type of convergence service. It also breaks down the boundaries between these types of the metaverse. As face-to-face communication becomes difficult due to the spread of COVID-19, activities that were thought to be only possible offline are being converted to virtual reality and are rapidly expanding into various fields such as education, medical care, fashion, and tourism.
A space for new social communication
Due to the prolonged COVID-19 pandemic, it is not easy to have private meetings of many people or eat together in a restaurant. However, in the metaverse, hundreds of thousands or tens of millions of people can gather to hold a festival or watch a concert by their favorite singer. Virtual reality metaverses such as Roblox and Zepeto provided people who could not go out due to COVID-19 with a new social space for meeting and relaxation.
When schools were closed due to COVID-19 and students could not attend school, the “Classroom Map” among various 3D maps in Zepeto was the most popular. Instead of going to the real classroom, the students went to the Zepeto classroom. They met and communicated with their friends. The idol group Blackpink held a virtual fan signing event through Zepeto when they could not hold a fan signing event face-to-face due to COVID-19. Blackpink also released a choreography music video for “Ice cream” that they reproduced with their avatar [20] (https://gweb.zepeto.io/user/post/97321663). More than 46 million users attended Blackpink’s virtual fan signing event to get autographs and take selfies with their favorite singers. The idol group BTS also held a showcase by releasing the choreography version of the music video for “Dynamite” on Fortnite for the first time [21]. Users who attended the event forgot about COVID-19 and enjoyed the event by dancing together or sharing their impressions.
A higher degree of freedom to create and share
Some may believe the metaverse to be merely online games, but it is an evolved concept. In online games, service users have no choice but to perform limited missions according to the goals set by the platform provider. However, in the metaverse, ultimately, anything the user wants is possible without a pre-determined mission. Based on the perfect degree of freedom, users can experience various things in the real world, such as study, shopping, performances, exhibitions, and tourism. They can also share events that are difficult to experience easily due to physical restrictions in the real world, such as flying in the sky and going to space. Alternatively, users can get away from their busy lives and enjoy the leisurely life of fishing, picking fruits, or traveling to a friend’s island all day without the task of solving the metaverse. Everything is the user’s choice.
By actively utilizing the characteristics of the metaverse, it will be possible to design learning activities that can expand students’ freedom and experience to an infinite extent. Students will conduct self-directed learning that allows them to explore their questions based on their endless autonomy. They can refer to the ideas of countless people across time and space and take the initiative in finding their original answers.
Providing new experiences and high immersion through virtualization
The metaverse is attracting attention as an alternative to overcome the limitations of existing 2D-based online and remote classes. It can provide a differentiated experience value from the current internet era due to the complex use of various technologies. Furthermore, the metaverse makes it possible to design a new experience that transcends time and space. Metaverse-based education enables the use of infinite space and data and has the advantage of allowing interaction at the level of face-to-face education [3].
The metaverse has made users “social connection” possible by providing a place where people with hobbies and interests can gather and communicate even under real-world restrictions such as “social distancing” in response to the COVID-19 pandemic. However, these social connections in the metaverse are weaker than interactions in the real world. In metaverse, rather than showing “me as I am,” information that one does not want to share is deleted to create “me I want to show.” In addition, privacy infringement is also a problem that needs to be considered in social activities in the metaverse, where various information that was not generated in real-world interactions is collected and processed in real-time.
The high degree of freedom, which is an advantage of the metaverse, makes metaverse users more dangerous than users of existing online services and games. The administrator cannot predict all the actions of users due to the high degree of freedom. Due to the essential characteristics of the metaverse—virtual space and anonymity—people’s sense of guilt about crimes is reduced. There is a concern that new crimes that are more vicious and sophisticated than the real world may appear. The ‘I’ participating in the virtual world may have a similar appearance and self as an extension of reality, but may participate as a self with a different appearance and worldview. The term sub-character (additional character) can be interpreted as the concept of an avatar. As life in which the virtual world and reality are combined become commonplace, the degree of freedom in people’s identities is expected to increase gradually in a virtual space where one’s identity is not exposed at all. People can be recognized in a limited way compared to reality. They should be careful because they can be more easily exposed to criminal activities in the metaverse with a higher level of anonymity. In a metaverse that values freedom, the countless amounts of data created and shared by users worldwide cannot be censored one by one. Therefore, there is a possibility that it will become a lawless zone. In this case, caution is needed because it can be a significant risk to young adolescents with little social experience and whose identity has not been established. Furthermore, ethics education for cultivating citizenship in the virtual world will be required.
As the distinction between the virtual and the real world becomes blurred, users may experience confusion regarding their “real me” identity. They may not be able to adapt to virtual reality properly appropriately. If one is too immersed in human relationships in the virtual reality or satisfied with human relationships in virtual reality, there is a danger that neglecting one’s relationships in the real world can make them worse, or it can make it difficult to establish relationships (Table 3).
The characteristics of 4 types of the metaverse, the possibility of educational applications, the convergence and complex characteristics of the types of the metaverse, and the potential and limitations of the metaverse for educational applications were described. The metaverse is predicted to change our daily life and economy beyond the realm of games and entertainment. Furthermore, all social, cultural, and economic activities are moving to the metaverse’s new platform. The metaverse has infinite potential as a new social communication space. It provides a high degree of freedom for creation and sharing and provides a unique and immersive experience [22] (Fig. 9). Since the metaverse is expected to grow rapidly during and after the COVID-19 pandemic, it also has risk factors that do not have appropriate regulations. The following are suggested as future tasks for the educational use of the metaverse.
First, it is necessary to carefully analyze how students understand the metaverse, what they want to do there, why they like it, and what value they attach to their avatar in virtual reality. It is necessary to study students’ activity patterns, level of immersion in the metaverse, and its positive and negative effects on students' learning activities.
Second, an effective and attractive aspect of the metaverse is that it allows us to experience events that would be impossible or limited in the real world. However, there is room for uncritically accepting the intentions of content developers or service designers rather than students’ cognitive abilities and imagination. Therefore, instructional designers and instructors who want to utilize the metaverse for education need to properly understand each type of metaverse’s technical characteristics and design classes so that they can solve problems or perform projects collaboratively and creatively.
Third, developing an educational metaverse platform to prevent the misuse of student data is required. Evaluation studies on data collection to support teaching and learning are also required.

Authors’ contributions

All work was done by all authors.

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.

Funding

None.

Data availability

None.

None.
Supplementary files are available from Harvard Dataverse: https://doi.org/10.7910/DVN/0KUSGC
Supplement 1. Audio recording of the abstract.
jeehp-18-32-abstract-recording.avi

Editors’ note

The metaverse is a new and unique environment in health education. Although the application of the metaverse in health education is still uncommon, there have already been some cases of its application. The evaluation of metaverse applications is another emerging topic, the relevance of which was accelerated by the COVID-19 pandemic. This review article can serve as an introductory guide for health educators to the metaverse’s possibilities for educational applications.

Fig. 1.
(A, B) Diagram of 4 types of the metaverse [4].
jeehp-18-32f1.jpg
Fig. 2.
Virtuali-Tee: augmented reality T-Shirt [7].
jeehp-18-32f2.jpg
Fig. 3.
Augmented reality-based spine surgery platform [8].
jeehp-18-32f3.jpg
Fig. 4.
(A, B) Artificial intelligence analysis screen for all subjects and distribution table of achievement changes by unit [9].
jeehp-18-32f4.jpg
Fig. 5.
(A, B) Foldit platform as a mirror world example [10].
jeehp-18-32f5.jpg
Fig. 6.
Classroom in Gathertown [11].
jeehp-18-32f6.jpg
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].
jeehp-18-32f7.jpg
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].
jeehp-18-32f8.jpg
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].
jeehp-18-32f9.jpg
Table 1.
Four types of the metaverse
Augmented reality Lifelogging Mirror world Virtual reality
Definition Building a smart environment by utilizing location-based technologies and networks. Technology to capture, store, and share everyday experiences and information about objects and people. It reflects the real world as it is, but integrates and provides external environment information. A virtual world built with digital data
Features Building a smart environment using location-based technology and networks Recording information about objects and people using augmented technology Virtual maps and modeling using GPS technology Based on interaction activities between avatars that reflect the user’s ego
Applications Smartphones, vehicle HUDs Wearable devices, black boxes Map-based services Online multiplayer games
Use cases Pokemon Go, Digital Textbook, Realistic Content Facebook, Instagram, Apple Watch, Samsung Health, Nike Plus Google Earth, Google Maps, Naver Maps, Airbnb Second Life, Minecraft, Roblox, Zepeto

From Lee S. Log in Metaverse: revolution of human×space×time (IS-115) [Internet]. Seongnam: Software Policy & Research Institute; 2021 [cited 2021 Nov 29]. Available from: https://spri.kr/posts/view/23165?code=issue_reports [3]; Smart J, Cascio J, Paffendorf J. Metaverse roadmap: pathway to the 3D web [Internet]. Ann Arbor (MI): Acceleration Studies Foundation; 2007 [cited 2021 Nov 29]. Available from: https://metaverseroadmap.org/MetaverseRoadmapOverview.pdf [4].

Table 2.
Main technical characteristics of the metaverse and educational implications
Type Technological characteristics Educational implications
Augmented reality - Overlay virtual objects in the real world to make the object 3D and real (e.g., paper birthday cards are augmented to appear as 3D video cards). - Learn invisible parts visually and 3-dimensionally through virtual digital information, and effectively solve problems
- Adding fantasy to the thread (e.g., Pokémon Go on the street, Zepeto, which recognizes faces and creates 3D avatar) - In-depth understanding of content that is difficult to observe or explain in text, and learners can construct knowledge through experience
- Effectively emphasizing information and promoting convenience (e.g., HUD presented on the car glass) - Interactive experiences such as reading, writing, and speaking are possible while immersed in the learning context.
Lifelogging - One’s daily life and thoughts are productively contented and shared through social media and SNS (e.g., blogs, YouTube, Wikis, etc.). - Review and reflect on one’s daily life, improve the ability to represent and implement information in an appropriate direction, and feedback from others on social networks leads to reinforcement and rewards.
- Network technology forms relationships with others online, communicates quickly, and records various social activities (Facebook, Band, Twitter, etc.). - Critically explore various information on the lifelogging platform, and creatively reconstruct information through collective intelligence.
- Personal activity information is accumulated and analyzed through various sensors of the internet of things and wearable devices to create added value (e.g., health tracking including Nike Plus). - Reflect on learning and improve it based on analytics data related to learning (e.g., dashboard).
- Teachers promote learning in a customized direction based on students’ learning log data, provide appropriate support, and prevent dropouts.
Mirror world - Expanding the real world by combining GPS and networking technology (e.g., Google Earth, various map applications, etc.) - Overcoming the spatial and physical limitations of teaching and learning, learning takes place in the metaverse of the mirror world.
- Implementation of the real world into the virtual world as if reflected in a mirror for a specific purpose (e.g., Airbnb, Minerva School, food ordering app, taxi call, bus route guidance, parking lot finder app, etc.) - Conduct online real-time classes through online video conferencing tools and collaboration tools (Zoom, WebEx, Google Meet, Teams), which are representative mirror worlds.
- However, it does not contain everything in reality. In other words, it effectively expands the real world to increase fun and play, flexibility in management and operation, and collective intelligence (e.g., Minecraft, Upland, Digital Lab, etc.). - Through the mirror world, learners can realize “learning by making” (e.g., in Minecraft, students build and restore historical structures—Bulguksa, Gyeongbokgung, Cheomseongdae, Taj Mahal, Eiffel Tower, etc. Users can experience their digital heritage and deepen their understanding of history and culture.
Virtual reality - Through sophisticated computer graphics work, especially in a virtual environment implemented with 3D technology, users enjoy various games through a seamlessly connected interface (e.g., various 3D games including Roblox). - Practice can be performed through virtual simulation in environments that are difficult to produce due to high costs and high risk (e.g., fire scenes, flight control, dangerous surgery, etc.).
- In a space, era, culture, and characters designed differently from reality, they act as avatars rather than their original self, and have multiple personas. - Users can have immersive experiences of times and spaces that cannot be experienced in reality, such as the past or future era.
- Chat and communication tools are included in virtual reality to communicate and collaborate with AI characters and others (e.g., multiplayer online games). - Through 3D virtual world-based games (according to the characteristics and types of designed games), users improve strategic and comprehensive thinking skills, problem-solving skills, and learn skills necessary for the real world.

The technical features are summarized by referring to the content and examples of Kim [1].

3D, 3-dimensional; HUD, head-up display; SNS, social networking service; GPS, Global Positioning System; AI, artificial intelligence.

Table 3.
Characteristics of the metaverse, and merits and shortcomings in its educational applications
Metaverse characteristics Merits Shortcomings
New social communication space Even in the case of school closures due to coronavirus disease 2019, students can socially connect beyond the limitations of reality. When forming a relationship with others, one forms a relationship centered on play that is weaker than the interaction in the real world, and privacy problems occur due to the collection and processing of various personal information.
High degree of freedom Expanding student autonomy in the learning process by providing experiences from content consumers to creators Due to the high degree of freedom, platform administrators cannot predict all the actions of users, and they can be exposed to various crimes due to the virtual space and anonymity of the metaverse.
Through virtualization high immersion By providing a new experience that transcends time and space, it is possible to increase student interest and immersion to expand students’ active participation in learning. It can cause identity confusion, escape from reality, and maladaptation to the real world for students whose identity has not been established.
  • 1. Kim S. Metaverse: digital world, world of emerging items. Hwaseong: PlanB Design; 2020. p. 376 p.
  • 2. Go SY, Jeong HG, Kim JI, Sin YT. Concept and developmental direction of metaverse. Korea Inf Process Soc Rev [Internet]. 2021 [cited 2021 Nov 29];28:7-16. Available from: http://www.koreascience.kr/article/JAKO202122450520317.pdf
  • 3. Lee S. Log in Metaverse: revolution of human×space×time (IS-115) [Internet]. Seongnam: Software Policy & Research Institute; 2021 [cited 2021 Nov 29]. Available from: https://spri.kr/posts/view/23165?code=issue_reports
  • 4. Smart J, Cascio J, Paffendorf J. Metaverse roadmap: pathway to the 3D web [Internet]. Ann Arbor (MI): Acceleration Studies Foundation; 2007 [cited 2021 Nov 29]. Available from: https://metaverseroadmap.org/MetaverseRoadmapOverview.pdf
  • 5. Han S, Lim CI. Research trends on augmented reality education in Korea from 2008 to 2019. J Educ Technol 2020;36:505-528. https://doi.org/10.17232/KSET.36.3.505 Article
  • 6. Jung EJ, Kim NH. Virtual and augmented reality for vocational education: a review of major Issues. J Educ Inf Media 2021;27:79-109. https://doi.org/10.15833/KAFEIAM.27.1.079 Article
  • 7. Curiscope. Virtuali-Tee: augmented reality T-Shirt [Internet]. Sanford (NC): Curiscope; 2021 [cited 2021 Nov 29]. Available from: https://www.curiscope.com/
  • 8. Park MS. Seoul National University Bundang Hospital, development of AR technology-based spine surgery platform. Etoday [Internet]. 2021 Jan 11 [cited 2021 Nov 29]. Available from: https://www.etoday.co.kr/news/view/1982781
  • 9. Classiting. Artificial intelligence analysis screen for all subjects and distribution table of achievement change by unit [Internet]. Seoul: Classiting; c2021 [cited 2021 Nov 29]. Available from: https://www.classting.ai/
  • 10. Khatib F, Cooper S, Kazmierczyk M, Gilski M, Krzywda S, Zabranska H, Pichova I, Thompson J, Popović Z, Jaskolski M, Baker D. Crystal structure of a monomeric retroviral protease solved by protein folding game players. Nat Struct Mol Biol 2011;18:1175-1177. https://doi.org/10.1038/nsmb.2119 ArticlePubMedPMC
  • 11. Gather. Classroom in Gathertown [Internet]. San Bruno (CA): Gather; c2021 [cited 2021 Nov 29]. Available from: https://gather.town/
  • 12. Milgram P, Kishino F. A taxonomy of mixed reality visual displays. IEICE Trans Inf Syst 1994;77:1321-1329.
  • 13. Han HW. A study on typology of virtual world and its development in metaverse. J Digit Contents Soc 2008;9:317-323.
  • 14. Snow Corp. Zepeto [Internet]. Seongnam: Snow Corp.; c2021 [cited 2021 Nov 29]. Available from: https://zepeto.me/
  • 15. Roblox Corp. Roblox [Internet]. San Mateo (CA): Roblox Corp.; c2021 [cited 2021 Nov 29]. Available from: https://www.roblox.com
  • 16. Long RU. Roblox and effect on education [master’s thesis]. Springfield (MO): Drury University; 2019.
  • 17. Lee S, Han SH. Metaverse begins: five issues and perspectives (IS-116) [Internet]. Seongnam: Software Policy & Research Institute; 2021 [cited 2021 Nov 29]. Available from: https://spri.kr/posts/view/23197?code=issue_reports
  • 18. Roomkey. Roomkey [Internet]. London: Roomkey; c2021 [cited 2021 Nov 29]. Available from: https://www.facebook.com/Roomkeyapp/
  • 19. Book B. In moving beyond the game: social virtual worlds. Proceedings of the Culture of Play at the Conference State of Play 2; 2004 Oct 28-30; New York, USA. New York (NY): New York Law School; 2004.
  • 20. Blackpink. Icecream [Internet]. Seongnam: Snow Corp.; 2021 [cited 2021 Nov 29]. Available from: https://gweb.zepeto.io/user/post/97321663
  • 21. BTS. Dynamite in Fortnite [Internet]. Cary (NC): Epic Games Inc.; 2021 [cited 2021 Nov 29]. Available from: https://www.epicgames.com/fortnite/en-US/creative/island-codes/bts-dynamite-0272-4337-3889
  • 22. 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

Figure & Data

References

    Citations

    Citations to this article as recorded by  
    • Using the metaverse in training: lessons from real cases
      Omaima Hajjami, Sunyoung Park
      European Journal of Training and Development.2024; 48(5/6): 555.     CrossRef
    • Research streams and open challenges in the metaverse
      Carmen Carrión
      The Journal of Supercomputing.2024; 80(2): 1598.     CrossRef
    • Changing learning paradigms: an interplay of Digital Taylorism and technostress on perceived employability
      Harshleen Kaur Duggal, Puja Khatri, Asha Thomas, Marco Pironti
      Journal of Management History.2024; 30(2): 166.     CrossRef
    • Potential to use metaverse for future teaching and learning
      Peter Onu, Anup Pradhan, Charles Mbohwa
      Education and Information Technologies.2024; 29(7): 8893.     CrossRef
    • Reaching new heights: investigating adoption factors shaping the moon landing of metaverse tourism
      Rajat Kumar Behera, Pradip Kumar Bala, Nripendra P. Rana
      Information Technology & Tourism.2024; 26(2): 219.     CrossRef
    • RETRACTED ARTICLE: The metaverse through the lens of public big data analytics: a social perspective
      Enrique Cano-Marin, Cristina Blanco-Gonzalez-Tejero, Domingo Ribeiro-Soriano, Varsha Arya
      Journal of Ambient Intelligence and Humanized Computing.2024; 15(4): 2657.     CrossRef
    • Metaverse in Dermatology Speciality Advancement: Future to Embrace
      Anant Patil, Jacek C. Szepietowski, Mohamad Goldust
      Dermatology.2024; 240(1): 178.     CrossRef
    • How do the news media, academia, and the public view the metaverse? Evidence from South Korea
      Youngju Kim, Bumsoo Kim
      Technological Forecasting and Social Change.2024; 198: 122980.     CrossRef
    • Metaverse and oral and maxillofacial radiology: Where do they meet?
      Thaísa Pinheiro Silva, Maria Fernanda Andrade-Bortoletto, Deborah Queiroz Freitas, Christiano Oliveira-Santos, Wilton Mitsunari Takeshita
      European Journal of Radiology.2024; 170: 111210.     CrossRef
    • Twelve tips for teaching in virtual reality
      Pedro Elston, Gian Paulo Canale, Geetika Ail, Nick Fisher, Mythili Mahendran
      Medical Teacher.2024; 46(4): 495.     CrossRef
    • Metaverse: Trend, emerging themes, and future directions
      Wai‐Ming To, Billy T. W. Yu, Andy W. L. Chung, David W. K. Chung
      Transactions on Emerging Telecommunications Technologies.2024;[Epub]     CrossRef
    • Development and testing of a model for explaining learning and learning-related factors in immersive virtual reality
      Emmanuel Fokides, Panagiotis Antonopoulos
      Computers & Education: X Reality.2024; 4: 100048.     CrossRef
    • An innovative approach in physical education: Exploring the impact of interactive virtual reality on motor skills
      I Gede Dharma Utamayasa, Riga Mardhika
      Edu Sportivo: Indonesian Journal of Physical Education .2024; 5(1): 1.     CrossRef
    • Into the Brave New Metaverse: Envisaging Future Language Teaching and Learning
      Junjie Gavin Wu, Danyang Zhang, Sangmin Michelle Lee
      IEEE Transactions on Learning Technologies.2024; 17: 44.     CrossRef
    • Towards a comprehensive framework of social presence for online, hybrid, and blended learning
      Karel Kreijns, Jane Yau, Joshua Weidlich, Armin Weinberger
      Frontiers in Education.2024;[Epub]     CrossRef
    • Metaverse for smart cities: A survey
      Zefeng Chen, Wensheng Gan, Jiayang Wu, Hong Lin, Chien-Ming Chen
      Internet of Things and Cyber-Physical Systems.2024; 4: 203.     CrossRef
    • Crafting the techno-functional blocks for Metaverse - A review and research agenda
      Amar Johri, Anu Sayal, Chaithra N, Janhvi Jha, Navya Aggarwal, Darshan Pawar, Veethika Gupta, Ashulekha Gupta
      International Journal of Information Management Data Insights.2024; 4(1): 100213.     CrossRef
    • The Double-Edged Influence of Self-Expansion in the Metaverse: A Two-Wave Panel Assessment of Identity Perception, Self-Esteem, and Life Satisfaction
      Soeun Yang, Haesoo Kim, Minwoo Song, Seunghyun Lee, Jeong-woo Jang
      Cyberpsychology, Behavior, and Social Networking.2024; 27(1): 37.     CrossRef
    • Effectiveness of Metaverse Space–Based Exercise Video Distribution in Young Adults: Randomized Controlled Trial
      Rami Mizuta, Noriaki Maeda, Tsubasa Tashiro, Yuta Suzuki, Sayo Kuroda, Ayano Ishida, Sakura Oda, Tomoya Watanabe, Yuki Tamura, Makoto Komiya, Yukio Urabe
      JMIR mHealth and uHealth.2024; 12: e46397.     CrossRef
    • El metaverso y sus potenciales aplicaciones en dermatología
      Miriam Fernández-Parrado, Héctor Perandones-González
      Piel.2024;[Epub]     CrossRef
    • An Interuniversity Competition for Medical Students to Learn Radiology in the Second Life Metaverse
      Teodoro Rudolphi-Solero, Rocío Lorenzo-Álvarez, Dolores Domínguez-Pinos, Miguel José Ruiz-Gómez, Francisco Sendra-Portero
      Journal of the American College of Radiology.2024; 21(5): 812.     CrossRef
    • Can the compulsive use of e-learning lead to lower academic performance? The role of technology fatigue and technostress in hospitality and tourism students
      Faizan Ali, Buket Yasar, Usman Khan, Laiba Ali, Kisang Ryu
      Journal of Hospitality, Leisure, Sport & Tourism Education.2024; 34: 100478.     CrossRef
    • Metaverse applications in endodontics teaching
      Thalya Fernanda Horsth Maltarollo, Henrico Badaoui Strazzi‐Sahyon, Gustavo Sivieri‐Araújo, Caleb Shitsuka
      Australian Endodontic Journal.2024; 50(1): 179.     CrossRef
    • An architecture for collaboration in systems biology at the age of the Metaverse
      Eliott Jacopin, Yuki Sakamoto, Kozo Nishida, Kazunari Kaizu, Koichi Takahashi
      npj Systems Biology and Applications.2024;[Epub]     CrossRef
    • Investigating Adolescent Vulnerability in Indonesia: A Socio-Remote Sensing Big Data Analytics Study Using Night Light Data
      Toni Toharudin, Rezzy Eko Caraka, Puspita Anggraini Kaban, Khairunnisa Supardi, Robert Kurniawan, Yunho Kim, Syihabuddin Ahmad Mufti, Prana Ugiana Gio, Anjar Dimara Sakti, Rung-Ching Chen, Maengseok Noh, Bens Pardamean
      IEEE Access.2024; 12: 14800.     CrossRef
    • The emergence of generative artificial intelligence platforms in 2023, journal metrics, appreciation to reviewers and volunteers, and obituary
      Sun Huh
      Journal of Educational Evaluation for Health Professions.2024; 21: 9.     CrossRef
    • AI and 6G Into the Metaverse: Fundamentals, Challenges and Future Research Trends
      Muhammad Zawish, Fayaz Ali Dharejo, Sunder Ali Khowaja, Saleem Raza, Steven Davy, Kapal Dev, Paolo Bellavista
      IEEE Open Journal of the Communications Society.2024; 5: 730.     CrossRef
    • Educational impact of Metaverse learning environment for engineering mechanics dynamics
      Manjit S. Sidhu, Sara Mousakhani, Chen K. Lee, Kirandeep K. Sidhu
      Computer Applications in Engineering Education.2024;[Epub]     CrossRef
    • The effect of metaverse on L2 vocabulary learning, retention, student engagement, presence, and community feeling
      Ferdi Çelik, Meltem Huri Baturay
      BMC Psychology.2024;[Epub]     CrossRef
    • The evolution of intellectual property rights in metaverse based Industry 4.0 paradigms
      Brij B. Gupta, Akshat Gaurav, Varsha Arya, Wadee Alhalabi
      International Entrepreneurship and Management Journal.2024;[Epub]     CrossRef
    • Metaverse and Telementoring: From Surgery to Workshop
      Michele Ammendola, Francesca Vescio, Mohanad Al Ansari, Jozel Hila, Laura Rizzo, Roberto Romano, Francesco Marchegiani, Nicola de’Angelis, Tullio Piardi, Davide Cavaliere, Adam E. Frampton, Tamara M. H. Gall, Maria Luposella, Riccardo Memeo, Giuseppe Nava
      Surgical Innovation.2024; 31(2): 212.     CrossRef
    • Current Trends and Beyond Conventional Approaches: Advancements in Breast Cancer Surgery through Three-Dimensional Imaging, Virtual Reality, Augmented Reality, and the Emerging Metaverse
      Weronika Magdalena Żydowicz, Jaroslaw Skokowski, Luigi Marano, Karol Polom
      Journal of Clinical Medicine.2024; 13(3): 915.     CrossRef
    • A bibliometric analysis of metaverse technologies in healthcare services
      Seckin Damar, Gulsah Hancerliogullari Koksalmis
      Service Business.2024;[Epub]     CrossRef
    • Metaverse and Anesthesia
      Valentina Bellini, Massimo Maffezzoni, Elena Bignami
      Anesthesia & Analgesia.2024; 138(3): 491.     CrossRef
    • Technology-Mediated Hindustani Dhrupad Music Education: An Ethnographic Contribution to the 4E Cognition Perspective
      Stella Paschalidou
      Education Sciences.2024; 14(2): 203.     CrossRef
    • Creating in the metaverse: An SSRL‐based collaborative painting approach to promote students' creativity, socially shared regulation and positive painting behaviours
      Jue‐Qi Guan, Xiao‐Feng Wang, Wen‐Zhuo Wang, Jiong Zhu, Gwo‐Jen Hwang
      Journal of Computer Assisted Learning.2024;[Epub]     CrossRef
    • Aplicaciones del metaverso en medicina y atención sanitaria
      Tim Hulsen
      Advances in Laboratory Medicine / Avances en Medicina de Laboratorio.2024;[Epub]     CrossRef
    • Confirmation of the viability of a metaverse yoga class and investigation into the impact on pain, anxiety, and depression associated with low back pain after engaging in virtual yoga sessions
      Ji-Eun Yu
      Journal of Exercise Rehabilitation.2024; 20(1): 24.     CrossRef
    • Enhancing learning motivation and academic achievement in nursing students through metaverse‐based learning: A randomized controlled study
      Esin Çetinkaya Uslusoy, Ayse Aydinli, Faruk Durna
      Japan Journal of Nursing Science.2024;[Epub]     CrossRef
    • Student academic success prediction in multimedia-supported virtual learning system using ensemble learning approach
      Oumaima Saidani, Muhammad Umer, Amal Alshardan, Nazik Alturki, Michele Nappi, Imran Ashraf
      Multimedia Tools and Applications.2024;[Epub]     CrossRef
    • Assessing the effectiveness and student perceptions of synchronous online flipped learning supported by a metaverse-based platform in medical English education: A mixed-methods study
      Emin İbi̇li̇, Melek Ölmez, Aysel Burcu İbi̇li̇, Fırat Bi̇lal, Abdullah Ci̇han, Nurullah Okumuş
      Education and Information Technologies.2024;[Epub]     CrossRef
    • A Flipped Remote Lab: Using a Peer-Assessment Tool for Learning 3-D Modeling
      Mario Vallarino, Saverio Iacono, Edoardo Bellanti, Gianni V. Vercelli
      IEEE Transactions on Learning Technologies.2024; 17: 1140.     CrossRef
    • Exploring the Impact of Therapeutic Presence on Working Alliance in Metaverse Counseling
      Seongah Im, Duckhyun Jo, Sang Min Lee
      The Counseling Psychologist.2024; 52(5): 698.     CrossRef
    • Virtual Worlds for Learning in Metaverse: A Narrative Review
      Robertas Damaševičius, Tatjana Sidekerskienė
      Sustainability.2024; 16(5): 2032.     CrossRef
    • Advancing Education Through Extended Reality and Internet of Everything Enabled Metaverses: Applications, Challenges, and Open Issues
      Senthil Kumar Jagatheesaperumal, Kashif Ahmad, Ala Al-Fuqaha, Junaid Qadir
      IEEE Transactions on Learning Technologies.2024; 17: 1120.     CrossRef
    • Marketing beyond reality: a systematic literature review on metaverse
      Sakshi Yadav, Shivendra Kumar Pandey, Dheeraj Sharma
      Management Research Review.2024; 47(7): 1029.     CrossRef
    • Collaborative Learning in the Edu-Metaverse Era: An Empirical Study on the Enabling Technologies
      Chen Li, Yue Jiang, Peter H. F. Ng, Yixin Dai, Francis Cheung, Henry C. B. Chan, Ping Li
      IEEE Transactions on Learning Technologies.2024; 17: 1107.     CrossRef
    • An Adaptive and Modular Blockchain Enabled Architecture for a Decentralized Metaverse
      Ye Cheng, Yihao Guo, Minghui Xu, Qin Hu, Dongxiao Yu, Xiuzhen Cheng
      IEEE Journal on Selected Areas in Communications.2024; 42(4): 893.     CrossRef
    • Roles of Blockchain in the Metaverse: Concepts, Taxonomy, Recent Advances, Enabling Technologies, and Open Research Issues
      Muna Elsadig, Manal Abdullah Alohali, Ashraf Osman Ibrahim, Anas Waleed Abulfaraj
      IEEE Access.2024; 12: 38410.     CrossRef
    • Factors affecting metaverse adoption in education: A systematic review, adoption framework, and future research agenda
      Safwan Maghaydah, Mostafa Al-Emran, Piyush Maheshwari, Mohammed A. Al-Sharafi
      Heliyon.2024; 10(7): e28602.     CrossRef
    • Factors affecting the adoption of metaverse in healthcare: The moderating role of digital division, and meta-culture
      Jibo He, Sayed Fayaz Ahmad, Muna Al-Razgan, Yasser A. Ali, Muhammad Irshad
      Heliyon.2024; 10(7): e28778.     CrossRef
    • A single case study of digital art therapy for a child with ADHD using the metaverse platform
      Jinkyung Kim, Yeo Ju Chung
      The Arts in Psychotherapy.2024; 89: 102146.     CrossRef
    • Is the Metaverse Accessible? An Expert Opinion
      Christina Yan Zhang, Khansa Chemnad
      Nafath.2024;[Epub]     CrossRef
    • Illusion or reality? Building a metaverse community focused on value creation in the agricultural sector
      M. Ángeles López-Cabarcos, Juan Piñeiro-Chousa
      International Journal of Information Management.2024; 77: 102782.     CrossRef
    • Bloom’s Taxonomy Student Persona Responses to Blended Learning Methods Employing the Metaverse and Flipped Classroom Tools
      Fotis Kilipiris, Spyros Avdimiotis, Evangelos Christou, Andreanna Tragouda, Ioannis Konstantinidis
      Education Sciences.2024; 14(4): 418.     CrossRef
    • Metaverse: a new reality in surgery. Review
      Yury A. Kozlov
      Russian Journal of Pediatric Surgery, Anesthesia and Intensive Care.2024; 14(1): 69.     CrossRef
    • DİJİTAL DÖNÜŞÜM ÇAĞINDA SAĞLIK SEKTÖRÜNDE METAVERSE: SWOT ANALİZİ
      Mehmet Naci Efe
      ASSAM Uluslararası Hakemli Dergi.2024; (24): 50.     CrossRef
    • Exploring the possibilities to implement metaverse in higher education institutions of India
      Milly Singh
      Education and Information Technologies.2024;[Epub]     CrossRef
    • Metaverse Destekli Fen Eğitimi
      Sabri Kan, Ahmet Kumaş
      Milli Eğitim Dergisi.2024; 53(242): 659.     CrossRef
    • METAEDUCATION: State-of-the-Art Methodology for Empowering Feature Education
      Dileep Kumar Murala
      IEEE Access.2024; 12: 57992.     CrossRef
    • Scopus Veri Tabanında Metaverse ve Eğitim Alanında Yapılan Bilimsel Çalışmalar: Bibliyometrik Bir İnceleme
      Gizem Koçak, Hazal Ezgi Özbek
      Selçuk Üniversitesi Sosyal Bilimler Meslek Yüksekokulu Dergisi.2024; 27(1): 119.     CrossRef
    • Public effect of the 2022 Colorectal Cancer Awareness Campaign delivered through a metaverse platform
      Tae-Gyun Lee, Gil-Hyeon Song, Hong-min Ahn, Heung-Kwon Oh, Moonkyoung Byun, Eon Chul Han, Sohyun Kim, Chang Woo Kim, Hye Jin Kim, Samin Hong, Kee-Ho Song, Chan Wook Kim, Yong Beom Cho
      Annals of Coloproctology.2024; 40(2): 145.     CrossRef
    • Observing Mathematical Properties in the Virtual World: An Exploratory Study of Online Independent Learning of Locus Concepts
      Chung Kwan Lo, Davy Tsz Kit Ng, Fletcher Ng
      International Journal of Science and Mathematics Education.2024;[Epub]     CrossRef
    • Feasibility of teaching and assessing medical students in the metaverse: design and features for its learning efficiency
      Miguel Ángel Rodriguez-Florido, José Juan Reyes-Cabrera, Aday Melián, Carmen Nieves Hernández-Flores, Juan Ruiz-Azola, Manuel Maynar
      Journal of New Approaches in Educational Research.2024;[Epub]     CrossRef
    • Exploring the public's beliefs, emotions and sentiments towards the adoption of the metaverse in education: A qualitative inquiry using big data
      Ali B. Mahmoud
      British Educational Research Journal.2024;[Epub]     CrossRef
    • Metaverse in tourism education: A mixed method on vision, challenges and extended technology acceptance model
      Suat Akyürek, Gökhan Genç, İsmail Çalık, Ümit Şengel
      Journal of Hospitality, Leisure, Sport & Tourism Education.2024; 35: 100503.     CrossRef
    • Developing an immersive game-based learning platform with generative artificial intelligence and virtual reality technologies – “LearningverseVR”
      Yanjie Song, Kaiyi Wu, Jiaoyang Ding
      Computers & Education: X Reality.2024; 4: 100069.     CrossRef
    • Eduverse: Changing Paradigms in Fashion Education and Management
      Rishab Manocha
      Journal of Operations and Strategic Planning.2024; 7(1): 80.     CrossRef
    • Transporting Dermatology into the Metaverse: The Next Frontier
      Monisha Madhumita, Anjali Ancy
      Indian Dermatology Online Journal.2024;[Epub]     CrossRef
    • Multisensory Metaverse-6G: A New Paradigm of Commerce and Education
      Mohammed H. ALSAMH, Ammar Hawbani, Santosh Kumar, Saeed Hamood Alsamhi
      IEEE Access.2024; 12: 75657.     CrossRef
    • Hospitality and tourism experience in metaverse: an examination of users’ behavior, motivations, and preferences
      Soyeun Olivia Lee, Qi Wu, Sunghyup Sean Hyun
      Journal of Hospitality Marketing & Management.2024; : 1.     CrossRef
    • Evaluating the barriers affecting cybersecurity behavior in the Metaverse using PLS-SEM and fuzzy sets (fsQCA)
      Mostafa Al-Emran, Mohammed A. Al-Sharafi, Behzad Foroughi, Mohammad Iranmanesh, Rawan A. Alsharida, Noor Al-Qaysi, Nor'ashikin Ali
      Computers in Human Behavior.2024; 159: 108315.     CrossRef
    • Opinions and expectations of instructors on metaverse applications in higher education
      Gökhan Çalışkan, İlknur Maya
      Journal of Educational Technology and Online Learning.2024; 7(2): 273.     CrossRef
    • CardioVerse: The cardiovascular medicine in the era of Metaverse
      Ioannis Skalidis, Olivier Muller, Stephane Fournier
      Trends in Cardiovascular Medicine.2023; 33(8): 471.     CrossRef
    • Editorial commentary: CardioVerse: Buying the stairway to heaven
      Antonio Sánchez-Puente, P. Ignacio Dorado-Díaz, Pedro L Sánchez
      Trends in Cardiovascular Medicine.2023; 33(8): 477.     CrossRef
    • A scoping review of metaverse in emergency medicine
      Tzu-Chi Wu, Chien-Ta Bruce Ho
      Australasian Emergency Care.2023; 26(1): 75.     CrossRef
    • A new universe in Dermatology: From metaverse to Dermoverse
      Miriam Fernández‐Parrado, Héctor Perandones‐González
      Journal of the European Academy of Dermatology and Venereology.2023;[Epub]     CrossRef
    • Who really needs a Metaverse in anatomy education? A review with preliminary survey results
      Joe Iwanaga, Edward C. Muo, Yoko Tabira, Koichi Watanabe, Susan J. Tubbs, Anthony V. D'Antoni, Mathangi Rajaram‐Gilkes, Marios Loukas, Mohammed K. Khalil, R. Shane Tubbs
      Clinical Anatomy.2023; 36(1): 77.     CrossRef
    • Social rather than physical crowding reduces the required interpersonal distance in virtual environments
      Ming Han, Xue‐Min Wang, Shu‐Guang Kuai
      PsyCh Journal.2023; 12(1): 34.     CrossRef
    • Blockchain‐based asset storage and service mechanism to metaverse universe: Metarepo
      Mevlüt Ersoy, Remzi Gürfidan
      Transactions on Emerging Telecommunications Technologies.2023;[Epub]     CrossRef
    • A Bodies‐On Museum: The Transformation of Museum Embodiment through Virtual Technology
      Siyi Wang
      Curator: The Museum Journal.2023; 66(1): 107.     CrossRef
    • A trustless architecture of blockchain-enabled metaverse
      Minghui Xu, Yihao Guo, Qin Hu, Zehui Xiong, Dongxiao Yu, Xiuzhen Cheng
      High-Confidence Computing.2023; 3(1): 100088.     CrossRef
    • Facing the challenges of metaverse: a systematic literature review from Social Sciences and Marketing and Communication
      Verónica Crespo-Pereira, Eva Sánchez-Amboage, Matías Membiela-Pollán
      El Profesional de la información.2023;[Epub]     CrossRef
    • Utilizing the metaverse in anatomy and physiology
      Christian Moro
      Anatomical Sciences Education.2023; 16(4): 574.     CrossRef
    • A systematic review on the metaverse-based blended English learning
      Ming Li, Zhonggen Yu
      Frontiers in Psychology.2023;[Epub]     CrossRef
    • The Medical Metaverse, Part 1: Introduction, Definitions, and New Horizons for Neuropsychiatry
      Wilfredo López-Ojeda, Robin A. Hurley
      The Journal of Neuropsychiatry and Clinical Neurosciences.2023; 35(1): A4.     CrossRef
    • Dijital Oyunların Geleceğinde Metaverse Etkisi
      Mevlüt Hürol METE
      TRT Akademi.2023; 8(17): 294.     CrossRef
    • The Use of Virtual Worlds in the Field of Education: A Bibliometric Study
      Ali BATTAL, Abdulkadir TAŞDELEN
      Participatory Educational Research.2023; 10(1): 408.     CrossRef
    • Metaverse in Healthcare Integrated with Explainable AI and Blockchain: Enabling Immersiveness, Ensuring Trust, and Providing Patient Data Security
      Sikandar Ali, Abdullah, Tagne Poupi Theodore Armand, Ali Athar, Ali Hussain, Maisam Ali, Muhammad Yaseen, Moon-Il Joo, Hee-Cheol Kim
      Sensors.2023; 23(2): 565.     CrossRef
    • Metaverse: A Potential Virtual-Physical Ecosystem for Innovative Blended Education and Training
      Susanta MİTRA
      Journal of Metaverse.2023; 3(1): 66.     CrossRef
    • A Second Life for Educators: A Hybrid Extended Reality Education Between Zuckerberg’s Vision and Educational Researchers’ Imaginary
      Mandi Lİ
      Journal of Metaverse.2023; 3(1): 73.     CrossRef
    • Security and Privacy in Metaverse: A Comprehensive Survey
      Yan Huang, Yi Joy Li, Zhipeng Cai
      Big Data Mining and Analytics.2023; 6(2): 234.     CrossRef
    • Envisioning Architecture of Metaverse Intensive Learning Experience (MiLEx): Career Readiness in the 21st Century and Collective Intelligence Development Scenario
      Eman AbuKhousa, Mohamed Sami El-Tahawy, Yacine Atif
      Future Internet.2023; 15(2): 53.     CrossRef
    • Training Scientific Communication Skills on Medical Imaging within the Virtual World Second Life: Perception of Biomedical Engineering Students
      Andrés Lozano-Durán, Teodoro Rudolphi-Solero, Enrique Nava-Baro, Miguel Ruiz-Gómez, Francisco Sendra-Portero
      International Journal of Environmental Research and Public Health.2023; 20(3): 1697.     CrossRef
    • An Empirical Study of A Smart Education Model Enabled by the Edu-Metaverse to Enhance Better Learning Outcomes for Students
      Xiaoyang Shu, Xiaoqing Gu
      Systems.2023; 11(2): 75.     CrossRef
    • The metaverse training room for cardiovascular interventional surgery
      Tai-Cheng Liu, Ai-Shi Liu, Zhi-Gang Bai, Lei Zhao
      Asian Journal of Surgery.2023; 46(7): 2780.     CrossRef
    • Metaverse!
      Tawseef Ahmad Naqishbandi, E. Syed Mohamed, Guido Veronese
      International Journal of E-Adoption.2023; 15(2): 1.     CrossRef
    • How do Plastic Surgeons use the Metaverse: A Systematic Review
      Pengfei Sun, Shanbaga Zhao, Yang Yang, Chao Liu, Bo Pan
      Journal of Craniofacial Surgery.2023; 34(2): 548.     CrossRef
    • Metaverse as a Learning Environment: Some Considerations
      Maria José Sá, Sandro Serpa
      Sustainability.2023; 15(3): 2186.     CrossRef
    • BEDEN EĞİTİMİ ÖĞRETMENLERİNİN METAVERSE BİLGİ DÜZEYLERİNİN ÇEŞİTLİ DEĞİŞKENLERE GÖRE İNCELENMESİ
      Murat TURAN, Muhammet MAVİBAŞ, Buğra Çağatay SAVAŞ, Harun ÇETİN
      The Online Journal of Recreation and Sports.2023; 12(1): 25.     CrossRef
    • Time to Think “Meta”: A Critical Viewpoint on the Risks and Benefits of Virtual Worlds for Mental Health
      Vincent Paquin, Manuela Ferrari, Harmehr Sekhon, Soham Rej
      JMIR Serious Games.2023; 11: e43388.     CrossRef
    • Metaverse applied to musculoskeletal pathology: Orthoverse and Rehabverse
      Juan M. Román-Belmonte, E. Carlos Rodríguez-Merchán, Hortensia De la Corte-Rodríguez
      Postgraduate Medicine.2023; 135(5): 440.     CrossRef
    • Metaverse for Healthcare: A Survey on Potential Applications, Challenges and Future Directions
      Rajeswari Chengoden, Nancy Victor, Thien Huynh-The, Gokul Yenduri, Rutvij H. Jhaveri, Mamoun Alazab, Sweta Bhattacharya, Pawan Hegde, Praveen Kumar Reddy Maddikunta, Thippa Reddy Gadekallu
      IEEE Access.2023; 11: 12765.     CrossRef
    • The rising trend of Metaverse in education: challenges, opportunities, and ethical considerations
      Sanaa Kaddoura, Fatima Al Husseiny
      PeerJ Computer Science.2023; 9: e1252.     CrossRef
    • When Internet of Things Meets Metaverse: Convergence of Physical and Cyber Worlds
      Kai Li, Yingping Cui, Weicai Li, Tiejun Lv, Xin Yuan, Shenghong Li, Wei Ni, Meryem Simsek, Falko Dressler
      IEEE Internet of Things Journal.2023; 10(5): 4148.     CrossRef
    • Emergence of the metaverse and ChatGPT in journal publishing after the COVID-19 pandemic
      Sun Huh
      Science Editing.2023; 10(1): 1.     CrossRef
    • Improving Oral Presentation Skills for Radiology Residents through Clinical Session Meetings in the Virtual World Second Life
      Alberto Pino-Postigo, Dolores Domínguez-Pinos, Rocío Lorenzo-Alvarez, José Pavía-Molina, Miguel Ruiz-Gómez, Francisco Sendra-Portero
      International Journal of Environmental Research and Public Health.2023; 20(6): 4738.     CrossRef
    • Metaverse Çağında Öğretmenlik Mesleğinin Geleceğini Düşünmek
      Zeynep KAYA
      Mevzu – Sosyal Bilimler Dergisi.2023; (9): 295.     CrossRef
    • Virtual neurosurgery anatomy laboratory: A collaborative and remote education experience in the metaverse
      Nicolas I. Gonzalez-Romo, Giancarlo Mignucci-Jiménez, Sahin Hanalioglu, Muhammet Enes Gurses, Siyar Bahadir, Yuan Xu, Grant Koskay, Michael T. Lawton, Mark C. Preul
      Surgical Neurology International.2023; 14: 90.     CrossRef
    • Metaverse for climbing the ladder toward ‘Industry 5.0’ and ‘Society 5.0’?
      Ahmed Tlili, Ronghuai Huang, Kinshuk
      The Service Industries Journal.2023; 43(3-4): 260.     CrossRef
    • NeuroVerse: neurosurgery in the era of Metaverse and other technological breakthroughs
      Mrinmoy Kundu, Jyi Cheng Ng, Wireko Andrew Awuah, Helen Huang, Rohan Yarlagadda, Aashna Mehta, Esther Patience Nansubuga, Riaz Jiffry, Toufik Abdul-Rahman, Brian M Ou Yong, Vladyslav Sikora, Arda Isik
      Postgraduate Medical Journal.2023; 99(1170): 240.     CrossRef
    • Future of virtual education and telementoring
      Ian Seddon, Eric Rosenberg, Steve K. Houston
      Current Opinion in Ophthalmology.2023; 34(3): 255.     CrossRef
    • Improving Humanization through Metaverse-Related Technologies: A Systematic Review
      Maria Gonzalez-Moreno, Paula Andrade-Pino, Carlos Monfort-Vinuesa, Antonio Piñas-Mesa, Esther Rincon
      Electronics.2023; 12(7): 1727.     CrossRef
    • Exploring problem-based learning curricula in the metaverse: The hospitality students' perspective
      Namhee Lee, Mina Jo
      Journal of Hospitality, Leisure, Sport & Tourism Education.2023; 32: 100427.     CrossRef
    • Considering the Consequences of Cybersickness in Immersive Virtual Reality Rehabilitation: A Systematic Review and Meta-Analysis
      Xin Li, Ding-Bang Luh, Ruo-Hui Xu, Yi An
      Applied Sciences.2023; 13(8): 5159.     CrossRef
    • Beyond Your Sight Using Metaverse Immersive Vision With Technology Behaviour Model
      Poh Soon JosephNg, Xiaoxue Gong, Narinderjit Singh, Toong Hai Sam, Hua Liu, Koo Yuen Phan
      Journal of Cases on Information Technology.2023; 25(1): 1.     CrossRef
    • Students’ Perception of Metaverses for Online Learning in Higher Education: Hype or Hope?
      Elisa Rojas, Xenia Hülsmann, Rosa Estriegana, Frank Rückert, Soraya Garcia-Esteban
      Electronics.2023; 12(8): 1867.     CrossRef
    • Current Perspective of Metaverse Application in Medical Education, Research and Patient Care
      Irene Suh, Tess McKinney, Ka-Chun Siu
      Virtual Worlds.2023; 2(2): 115.     CrossRef
    • Metaverse for education – Virtual or real?
      Sajjad Hussain
      Frontiers in Education.2023;[Epub]     CrossRef
    • A Bibliometric Analysis of the Use of the Metaverse in Education Over Three Decades
      Wentao Chen, Jinyu Zhang, Zhonggen Yu
      International Journal of Information and Communication Technology Education.2023; 19(1): 1.     CrossRef
    • Exploring the Potential of Metaverse for Higher Education: Opportunities, Challenges, and Implications
      Amrita Prakash, Alimul Haque, Farheen Islam, Deepa Sonal
      Metaverse Basic and Applied Research.2023;[Epub]     CrossRef
    • Immersive time (ImT): Conceptualizing time spent in the metaverse
      Emmanuel Mogaji, Jochen Wirtz, Russell W. Belk, Yogesh K. Dwivedi
      International Journal of Information Management.2023; 72: 102659.     CrossRef
    • Effects of metaverse-based career mentoring for nursing students: a mixed methods study
      Yujeong Kim, Mi Young Kim
      BMC Nursing.2023;[Epub]     CrossRef
    • New Approach to Design and Assess Metaverse Environments for Improving Learning Processes in Higher Education: The Case of Architectural Construction and Rehabilitation
      Belén Onecha, Còssima Cornadó, Jordi Morros, Oriol Pons
      Buildings.2023; 13(5): 1340.     CrossRef
    • The Metaverse and complex thinking: opportunities, experiences, and future lines of research
      Carlos Enrique George-Reyes, Iris Cristina Peláez Sánchez, Leonardo David Glasserman-Morales, Edgar Omar López-Caudana
      Frontiers in Education.2023;[Epub]     CrossRef
    • Development and testing of a scale for examining factors affecting the learning experience in the Metaverse
      Emmanuel Fokides
      Computers & Education: X Reality.2023; 2: 100025.     CrossRef
    • Metaverse as a Platform for Event Management: The Sample of the Metaverse Türkiye E-Magazine
      Simge ÜNLÜ, Lütfiye YAŞAR, Erdal BİLİCİ
      TRT Akademi.2023; 8(17): 122.     CrossRef
    • Development of a Framework for Metaverse in Education: A Systematic Literature Review Approach
      Rita Roy, Mohammad Dawood Babakerkhell, Subhodeep Mukherjee, Debajyoti Pal, Suree Funilkul
      IEEE Access.2023; 11: 57717.     CrossRef
    • Blockchain and its derived technologies shape the future generation of digital businesses: A focus on decentralized finance and the Metaverse
      Saeed Banaeian Far, Azadeh Imani Rad, Maryam Rajabzadeh Assar
      Data Science and Management.2023;[Epub]     CrossRef
    • Web-Based 3D Virtual Environments Utilization in Primary and Secondary Education of Children with Multiple Impairments
      Branislav Sobota, Štefan Korečko, Miriama Mattová
      Electronics.2023; 12(13): 2792.     CrossRef
    • Metaverse Chronicles: A Bibliometric Analysis of Its Evolving Landscape
      Walton Wider, Leilei Jiang, Jiaming Lin, Muhammad Ashraf Fauzi, Jingjing Li, Choon Kit Chan
      International Journal of Human–Computer Interaction.2023; : 1.     CrossRef
    • Mapping Metaverse Research: Identifying Future Research Areas Based on Bibliometric and Topic Modeling Techniques
      Abderahman Rejeb, Karim Rejeb, Horst Treiblmaier
      Information.2023; 14(7): 356.     CrossRef
    • Eğitim 5.0’a Geçişin Engelli Öğrenciler ve Erişilebilirlik Açısından Etkileri
      Mustafa Özhan KALAÇ, Murat KILINÇ
      Üniversite Araştırmaları Dergisi.2023; 6(3): 229.     CrossRef
    • Virtual agents and risk-taking behavior in adolescence: the twofold nature of nudging
      Cinzia Di Dio, Federico Manzi, Laura Miraglia, Michaela Gummerum, Simone Bigozzi, Davide Massaro, Antonella Marchetti
      Scientific Reports.2023;[Epub]     CrossRef
    • Powered education based on Metaverse: Pre- and post-COVID comprehensive review
      M. Alfiras, Janaki Bojiah, M. N. Mohammed, Firas Mohammed Ibrahim, Husham M. Ahmed, Oday I. Abdullah
      Open Engineering.2023;[Epub]     CrossRef
    • Metaverse: Literature Review, Synthesis and Future Research Agenda
      Hui Gao, Alain Yee Loong Chong, Haijun Bao
      Journal of Computer Information Systems.2023; : 1.     CrossRef
    • Using WebXR Metaverse Platforms to Create Touristic Services and Cultural Promotion
      Ana Martí-Testón, Adolfo Muñoz, Luis Gracia, J. Ernesto Solanes
      Applied Sciences.2023; 13(14): 8544.     CrossRef
    • Investigation of learners’ behavioral intentions to use metaverse learning environment in higher education: a virtual computer laboratory
      Emin İbili, Melek Ölmez, Abdullah Cihan, Fırat Bilal, Aysel Burcu İbili, Nurullah Okumus, Mark Billinghurst
      Interactive Learning Environments.2023; : 1.     CrossRef
    • Innovating Industrial Training with Immersive Metaverses: A Method for Developing Cross-Platform Virtual Reality Environments
      Lucas G. G. Almeida, Nalini V. de Vasconcelos, Ingrid Winkler, Márcio F. Catapan
      Applied Sciences.2023; 13(15): 8915.     CrossRef
    • EĞİTİM ODAKLI SANAL EVREN TASARIMI: YILDIZ TEKNİK ÜNİVERSİTESİ ÖRNEĞİ
      Ertan TOY, Bahadır UÇAN, Muhemmet Fatih KILAVUZ, Tuba UĞRAŞ, Oğuz ALTUN, Betül AYDOĞDU, Elif ÇALIŞKAN
      Uludağ Üniversitesi Fen-Edebiyat Fakültesi Sosyal Bilimler Dergisi.2023; 24(45): 539.     CrossRef
    • Tourism in the digital frontier: a study on user continuance intention in the metaverse
      Hyeon Jo
      Information Technology & Tourism.2023; 25(3): 307.     CrossRef
    • A metaworld: Implications, opportunities and risks of the metaverse
      Fabio De Felice, Mizna Rehman, Antonella Petrillo, Ilaria Baffo
      IET Collaborative Intelligent Manufacturing.2023;[Epub]     CrossRef
    • METAVERSE-BASED ONLINE ENGLISH TEACHING SCHEME IN MULTI-SOURCE AND CROSS-DOMAIN ENVIRONMENT
      ZHIGAO WEI
      Fractals.2023;[Epub]     CrossRef
    • Urology: a trip into metaverse
      Gianmarco Randazzo, Giuseppe Reitano, Filippo Carletti, Massimo Iafrate, Giovanni Betto, Giacomo Novara, Fabrizio Dal Moro, Fabio Zattoni
      World Journal of Urology.2023; 41(10): 2647.     CrossRef
    • Metaverse ve Eğitim: Yeni Bir Dönem Başlıyor!
      Pelin YILDIRIM, Gonca KEÇECİ
      Milli Eğitim Dergisi.2023;[Epub]     CrossRef
    • A Study on the Future Prospect of the Metaverse through Human Cognition
      SeongJeong Yoon, SooIn Choi
      The Journal of Korean Institute of Information Technology.2023; 21(7): 149.     CrossRef
    • An EAACI review: Go green in health care and research. Practical suggestions for sustainability in clinical practice, laboratories, and scientific meetings
      Isabella Pali‐Schöll, Kerstin Hermuth‐Kleinschmidt, Stephanie Dramburg, Ioana Agache, Hanna Mayerhofer, Erika Jensen‐Jarolim, Anna Goshua, Kari C. Nadeau
      Allergy.2023; 78(10): 2606.     CrossRef
    • Development of a Core Set of Quality Criteria for Virtual Reality Applications Designed for Older Adults: Multistep Qualitative Study
      Alina Napetschnig, Klara Brixius, Wolfgang Deiters
      Interactive Journal of Medical Research.2023; 12: e45433.     CrossRef
    • Metaverse in business research: a systematic literature review
      Egi Arvian Firmansyah, Umar Habibu Umar
      Cogent Business & Management.2023;[Epub]     CrossRef
    • The Metaverse in Industry 5.0: A Human-Centric Approach towards Personalized Value Creation
      Dimitris Mourtzis
      Encyclopedia.2023; 3(3): 1105.     CrossRef
    • Platformization and the Metaverse: Opportunities and Challenges for Urban Sustainability and Economic Development
      Aram Mohammed-Amin Qadir, Ava Omar Fatah
      EAI Endorsed Transactions on Energy Web.2023;[Epub]     CrossRef
    • Counseling Psychological Understanding and Considerations of the Metaverse: A Theoretical Review
      Kunho Lee
      Healthcare.2023; 11(18): 2490.     CrossRef
    • Interactive Virtual Reality with Educational Feedback Loops to Train and Assess Veterinary Students on the Use of Anesthetic Machine
      Lynn Keets, Pedro Boscan, Logan Arakaki, Benjamin Schraeder, Cyane Tornatzky, Marie Vans, Wenjing Jiang, Sangeeta Rao
      Journal of Veterinary Medical Education.2023;[Epub]     CrossRef
    • Development of a Metaverse Online Learning System for Undergraduate Nursing Students
      Hyeongju Ryu, Hyeongsuk Lee, Hye Jin Yoo
      Nurse Educator.2023;[Epub]     CrossRef
    • A review of the literature on the metaverse: definition, technologies, and user behaviors
      Zhongyun Zhou, Zidie Chen, Xiao-Ling Jin
      Internet Research.2023;[Epub]     CrossRef
    • 具身博物馆: 虚拟技术视域下的博物馆具身化转向
      Wupeng Zhou
      Curator: The Museum Journal.2023; 66(4): 699.     CrossRef
    • Understanding experiences in metaverse: How virtual nature impacts affect, pro-environmental attitudes, and intention to engage with physical nature
      Sarah Hian May Chan, Lin Qiu, Tian Xie
      Computers in Human Behavior.2023; 149: 107926.     CrossRef
    • Enhancing STEM Education through Interactive Metaverses: A Case Study and Methodological Framework
      J. Ernesto Solanes, Sergi Montava-Jordà, Emilio Golf-Laville, Vicente Colomer-Romero, Luis Gracia, Adolfo Muñoz
      Applied Sciences.2023; 13(19): 10785.     CrossRef
    • The Multidomain Metaverse Cancer Care Digital Platform: Development and Usability Study
      Sunghak Kim, Timothy Jung, Dae Kyung Sohn, Yoon Chae, Young Ae Kim, Seung Hyun Kang, Yujin Park, Yoon Jung Chang
      JMIR Serious Games.2023; 11: e46242.     CrossRef
    • Exploring the potential use of the metaverse in nurse education through a mock trial
      Hanyi Lee, Yeojin Yi, Woojong Moon, Ji-Young Yeo
      Nurse Education Today.2023; 131: 105974.     CrossRef
    • Frequency-Dependent Reduction of Cybersickness in Virtual Reality by Transcranial Oscillatory Stimulation of the Vestibular Cortex
      Alberto Benelli, Francesco Neri, Alessandra Cinti, Patrizio Pasqualetti, Sara M. Romanella, Alessandro Giannotta, David De Monte, Marco Mandalà, Carmelo Smeralda, Domenico Prattichizzo, Emiliano Santarnecchi, Simone Rossi
      Neurotherapeutics.2023; 20(6): 1796.     CrossRef
    • Tutoring in the metaverse. Study on student-teachers’ and tutors’ perceptions about NPC tutor
      Laura Sara Agrati
      Frontiers in Education.2023;[Epub]     CrossRef
    • The Contributions of Metaverse Technology on Management Information Systems in Strategic Planning and Decision-Making Processes of Businesses
      Vildan BAYRAM, Mustafa KAYA
      Uluslararası Yönetim Akademisi Dergisi.2023; 6(3): 794.     CrossRef
    • Unlocking the Potential: A Comprehensive Evaluation of Augmented Reality and Virtual Reality in Education
      Mohammed A. M. AlGerafi, Yueliang Zhou, Mohamed Oubibi, Tommy Tanu Wijaya
      Electronics.2023; 12(18): 3953.     CrossRef
    • Effects of Blended Learning on Pharmacy Student Learning Satisfaction and Learning Platform Preferences in a Team-based Learning Pharmacy Experiential Course: A Pilot Study
      So Won Kim, Eun Joo Choi, Yun Jeong Lee
      Korean Journal of Clinical Pharmacy.2023; 33(3): 202.     CrossRef
    • Metaverse Key Requirements and Platforms Survey
      Akbobek Abilkaiyrkyzy, Ahmed Elhagry, Fedwa Laamarti, Abdulmotaleb El Saddik
      IEEE Access.2023; 11: 117765.     CrossRef
    • La terza dimensione dell’e-learning: il metaverso
      Annamaria Cacchione
      IUL Research.2023; 4(7): 108.     CrossRef
    • Human values and traveler behaviors: metaverse for conferences and meetings
      Antonio Ariza-Montes, Wei Quan, Aleksandar Radic, Jongsik Yu, Heesup Han
      Journal of Travel & Tourism Marketing.2023; 40(6): 490.     CrossRef
    • Phenomenological toolkit of the metaverse for medical informatics’ adaptive learning
      Inna Kryvenko, Kyrylo Chalyy
      Educación Médica.2023; 24(5): 100854.     CrossRef
    • METAVERSE AND HEALTHCARE SECTOR
      Ziya ÇEÇEN, Oğuzhan YÜKSEL
      International Journal of Engineering and Innovative Research.2023; 5(3): 280.     CrossRef
    • METAVERSE VE İŞLETMELER: MEVCUT UYGULAMALAR-GELECEK SENARYOLARI
      Şayan BERBER
      Anadolu Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi.2023; 24(3): 598.     CrossRef
    • Comparing counseling outcome for college students: Metaverse and in-person approaches
      Soohyun cho, Jieun Kang, Woo Hyun Baek, Yeon Bin Jeong, Seongchan Lee, Sang Min Lee
      Psychotherapy Research.2023; : 1.     CrossRef
    • Metaverse for tourists and tourism destinations
      Stelios Ioannidis, Alexios-Patapios Kontis
      Information Technology & Tourism.2023; 25(4): 483.     CrossRef
    • De-contextual communication: Factors influencing usage intentions of metaverse technology in digital library services
      Sri Sediyaningsih, Mohammad Pandu Ristiyono, Kani Launggu, Peter Ochieng Juma
      Heliyon.2023; 9(10): e20388.     CrossRef
    • What will the education of the future look like? How have Metaverse and Extended Reality affected the higher education systems?
      Agnieszka Pregowska, Magdalena Osial, Aleksandra Gajda
      Metaverse Basic and Applied Research.2023; 3: 57.     CrossRef
    • Defining the Metaverse with challenges and opportunities in the business environment
      Roberto Bruni, Michela Piccarozzi, Federica Caboni
      Journal of Marketing Theory and Practice.2023; : 1.     CrossRef
    • Addressing Body Image Disturbance through Metaverse-Related Technologies: A Systematic Review
      Moises Perez, Adriana Pineda-Rafols, Maria Pilar Egea-Romero, Maria Gonzalez-Moreno, Esther Rincon
      Electronics.2023; 12(22): 4580.     CrossRef
    • Metaversity: Beyond Emerging Educational Technology
      Luis Alberto Laurens-Arredondo, Lilibeth Laurens
      Sustainability.2023; 15(22): 15844.     CrossRef
    • Perceptions and use of metaverse in higher education: A descriptive study in China and Spain
      Yinglong Qiu, Rosa Isusi-Fagoaga, Adela García-Aracil
      Computers and Education: Artificial Intelligence.2023; 5: 100185.     CrossRef
    • Accountability and the metaverse: unaccounted digital worlds between techwashing mechanisms and new emerging meanings
      Maurizio Massaro, Rosanna Spanò, Sanjaya Chinthana Kuruppu
      Accounting, Auditing & Accountability Journal.2023;[Epub]     CrossRef
    • Exploring the Potential of Immersive Virtual Reality in Italian Schools: A Practical Workshop with High School Teachers
      Marco Romano, Alessandro Frolli, Alessandro Aloisio, Claudio Russello, Angelo Rega, Francesco Cerciello, Fabio Bisogni
      Multimodal Technologies and Interaction.2023; 7(12): 111.     CrossRef
    • Adapting to a New Reality Via Digital Innovation Consumer Opinions on the Service Economy
      Shakeel Basheer, Sheezan Farooq, Murtaza Ahmad Reshi, Bazillah Farooq
      Journal of Multidisciplinary Cases.2023; (41): 22.     CrossRef
    • Metaverse in Education: Contributors, Cooperations, and Research Themes
      Xieling Chen, Di Zou, Haoran Xie, Fu Lee Wang
      IEEE Transactions on Learning Technologies.2023; 16(6): 1111.     CrossRef
    • Impact of Metaverse-Based Speaking Activities for Second Language Learning
      Hea-Suk Kim
      STEM Journal.2023; 24(4): 57.     CrossRef
    • Fifteen Years of Metaverse in Higher Education: A Systematic Literature Review
      Cristina Villalonga-Gómez, Eglée Ortega-Fernández, Elena Borau-Boira
      IEEE Transactions on Learning Technologies.2023; 16(6): 1057.     CrossRef
    • Analyzing the Metaverse: Computer Games, Blockchain, and 21st-Century Challenge
      Rosa M. Gil, Daniel Gutiérrez-Ujaque, Mercè Teixidó
      International Journal of Human–Computer Interaction.2023; : 1.     CrossRef
    • Application and challenges of a metaverse in medicine
      Yingshu Wang, Congcong Li, Lai Qu, Hongfei Cai, Yingying Ge
      Frontiers in Robotics and AI.2023;[Epub]     CrossRef
    • Google Bard Generated Literature Review: Metaverse
      Ömer AYDIN
      Journal of AI.2023; 7(1): 1.     CrossRef
    • Sosyal Medya Kullanan Bireylerin Metaverse Bilgi Düzeylerinin Belirlenmesi
      Yasemin DEMİR
      Kastamonu İletişim Araştırmaları Dergisi.2023; (11): 100.     CrossRef
    • Analyzing the Impact and Prospects of Metaverse in Learning Environments Through Systematic and Case Study Research
      Dipima Buragohain, Sushank Chaudhary, Grisana Punpeng, Abhishek Sharma, Nutthee Am-in, Lunchakorn Wuttisittikulkij
      IEEE Access.2023; 11: 141261.     CrossRef
    • Roblox Graffiti Art Using Virtual Reality Devices: Reality and Spatial Presence in a Virtual Space
      Gongkyu Byeon, Sunjin Yu
      Applied Sciences.2023; 13(24): 13038.     CrossRef
    • Ortaokul Bilişim Teknolojileri Öğretim Programının Metaverse Kavramı Bağlamında Değerlendirilmesi
      Merve SIRKINTI, Yavuz BOLAT
      İnsan ve Toplum Bilimleri Araştırmaları Dergisi.2023; 12(5): 2782.     CrossRef
    • The role of metaverse on sexual health of people with disabilities: narrative review
      Erika Limoncin, Benedetta Gaudio, Andrea Sansone, Tommaso B. Jannini, Giacomo Ciocca, Daniele Mollaioli, Emmanuele A. Jannini
      International Journal of Impotence Research.2023;[Epub]     CrossRef
    • Gamelan Land: A Multiplayer Virtual Reality Game based on a Social Presence Approach
      Abdul SYUKUR, Pulung Nurtantio ANDONO, Arry Maulana SYARİF
      Journal of Metaverse.2023; 4(1): 1.     CrossRef
    • Applications of the metaverse in medicine and healthcare
      Tim Hulsen
      Advances in Laboratory Medicine / Avances en Medicina de Laboratorio.2023;[Epub]     CrossRef
    • Metaverse-based Water Level Simulator for the Festo MPS PA Workstation
      R A Putawa, A N I Wardana, A P Tenggara
      Journal of Physics: Conference Series.2023; 2673(1): 012008.     CrossRef
    • Metaverse Risk Perceptions of Gifted Students
      Kübra Yiğit Tekel, Yavuz Yaman
      International Journal of Contemporary Educational Research.2023;[Epub]     CrossRef
    • Fen Bilimleri (Fizik-Kimya-Biyoloji) Eğitiminde Metaverse
      Ali YAĞCI, Cihad ŞENTÜRK
      EDUCATIONE.2023; 2(2): 262.     CrossRef
    • Using Metaverse in Education: Bibliometric and Content Analysis on Applications, Tools and Impacts
      Şener BALAT, Mehmet YAVUZ, Bünyami KAYALI
      Korkut Ata Türkiyat Araştırmaları Dergisi.2023; (13): 1365.     CrossRef
    • Bibliometric Analysis of the Academic Development Process of the "Metaverse" in the World and Turkey
      Leyla BEZGİN EDİŞ, Sabiha KILIÇ, Kübra Müge ÇAKARÖZ
      Girişimcilik İnovasyon ve Pazarlama Araştırmaları Dergisi.2023; 7(14): 109.     CrossRef
    • Consumer behavior in the metaverse
      Jaspreet Kaur, Emmanuel Mogaji, Manisha Paliwal, Suchita Jha, Shailja Agarwal, Stephen Alaba Mogaji
      Journal of Consumer Behaviour.2023;[Epub]     CrossRef
    • Educational Horizons of the Metaverse: Vision, Opportunities, and Challenges
      Md. Alimul Haque, Moidur Rahman, Md. Faizanuddin, Danish Anwar
      Metaverse Basic and Applied Research.2023; 3: 60.     CrossRef
    • Cardiology in the Digital Era: From Artificial Intelligence to Metaverse, Paving the Way for Future Advancements
      Ioannis Skalidis, Ioannis Kachrimanidis, Leonidas Koliastasis, Dimitri Arangalage, Panagiotis Antiochos, Niccolo Maurizi, Olivier Muller, Stephane Fournier, Michalis Hamilos, Emmanouil Skalidis
      Future Cardiology.2023; 19(16): 755.     CrossRef
    • AWARENESS LEVELS OF SOCIAL STUDIES PRE-SERVICE TEACHERS REGARDING METAVERSE USE
      Ayşegül Tural, Neşe Koçak
      Advanced Education.2023; 11(23): 69.     CrossRef
    • Metaverse for Education: Technical Framework and Design Criteria
      Xu Chen, Zheng Zhong, Di Wu
      IEEE Transactions on Learning Technologies.2023; 16(6): 1034.     CrossRef
    • MedMetaverse: Medical Care of Chronic Disease Patients and Managing Data Using Artificial Intelligence, Blockchain, and Wearable Devices State-of-the-Art Methodology
      Dileep Kumar Murala, Sandeep Kumar Panda, Sujata Priyambada Dash
      IEEE Access.2023; 11: 138954.     CrossRef
    • Metaverse and Society 5.0: Pivotal for Future Business Model Innovation
      Claus Andrea Foss Gram Rosenstand, Jacob Brix, Christian Nielsen
      Journal of Business Models.2023; 11(3): 62.     CrossRef
    • The Effect of Metaverse Technologies on Education and Human-Computer Interaction: A Systematic Analysis of the Literature
      Ümmühan AVCI, Feyza AKGÜL
      Journal of Educational Technology and Online Learning.2023;[Epub]     CrossRef
    • The Role of the Metaverse in Transforming Healthcare
      Srinivasan Ramamurthy, Sarah Al Yammahi, Alya Abdul Rahim
      Research Journal of Pharmacy and Technology.2023; : 5506.     CrossRef
    • Application of computer-based testing in the Korean Medical Licensing Examination, the emergence of the metaverse in medical education, journal metrics and statistics, and appreciation to reviewers and volunteers
      Sun Huh
      Journal of Educational Evaluation for Health Professions.2022; 19: 2.     CrossRef
    • The Metaverse—An Alternative Education Space
      Sharon Mistretta
      AI, Computer Science and Robotics Technology.2022; 2022: 1.     CrossRef
    • The Metaverse in Cardiovascular Medicine: Applications, Challenges, and the Role of Non-Fungible Tokens
      Ioannis Skalidis, Olivier Muller, Stephane Fournier
      Canadian Journal of Cardiology.2022; 38(9): 1467.     CrossRef
    • UTAUT in Metaverse: An “Ifland” Case
      Un-Kon Lee, Hyekyung Kim
      Journal of Theoretical and Applied Electronic Commerce Research.2022; 17(2): 613.     CrossRef
    • Sağlık Hizmetlerinin Geleceğinde Metaverse Ekosistemi ve Teknolojileri: Uygulamalar, Fırsatlar ve Zorluklar
      Faruk YILMAZ, Anı Hande METE, Buse FİDAN TÜRKÖN, Özgür İNCE
      Eurasian Journal of Health Technology Assessment.2022; 6(1): 12.     CrossRef
    • Role of Technology in Medical Education: SWOC Analysis
      Shruti Jha
      SBV Journal of Basic, Clinical and Applied Health Science.2022; 5(1): 19.     CrossRef
    • Definition, roles, and potential research issues of the metaverse in education: An artificial intelligence perspective
      Gwo-Jen Hwang, Shu-Yun Chien
      Computers and Education: Artificial Intelligence.2022; 3: 100082.     CrossRef
    • EĞİTİM BAĞLAMINDA METAVERSE
      Ahmet GÖÇEN
      Uluslararası Batı Karadeniz Sosyal ve Beşeri Bilimler Dergisi.2022; 6(1): 98.     CrossRef
    • METAVERSE VE SAĞLIK HİZMETLERİ ÜZERİNE BİR DEĞERLENDİRME
      Ferhat Onur AĞAOĞLU, Lokman Onur EKİNCİ, Nurperihan TOSUN
      Erzincan Binali Yıldırım Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi.2022; 4(1): 95.     CrossRef
    • Is Metaverse in education a blessing or a curse: a combined content and bibliometric analysis
      Ahmed Tlili, Ronghuai Huang, Boulus Shehata, Dejian Liu, Jialu Zhao, Ahmed Hosny Saleh Metwally, Huanhuan Wang, Mouna Denden, Aras Bozkurt, Lik-Hang Lee, Dogus Beyoglu, Fahriye Altinay, Ramesh C. Sharma, Zehra Altinay, Zhisheng Li, Jiahao Liu, Faizan Ahma
      Smart Learning Environments.2022;[Epub]     CrossRef
    • The Metaverse as a Virtual Form of Smart Cities: Opportunities and Challenges for Environmental, Economic, and Social Sustainability in Urban Futures
      Zaheer Allam, Ayyoob Sharifi, Simon Elias Bibri, David Sydney Jones, John Krogstie
      Smart Cities.2022; 5(3): 771.     CrossRef
    • Metaverse phenomenon and its impact on health: A scoping review
      Ali Garavand, Nasim Aslani
      Informatics in Medicine Unlocked.2022; 32: 101029.     CrossRef
    • A novel brain-controlled wheelchair combined with computer vision and augmented reality
      Kaixuan Liu, Yang Yu, Yadong Liu, Jingsheng Tang, Xinbin Liang, Xingxing Chu, Zongtan Zhou
      BioMedical Engineering OnLine.2022;[Epub]     CrossRef
    • The Effectiveness of Serious Games in Improving Memory Among Older Adults With Cognitive Impairment: Systematic Review and Meta-analysis
      Alaa Abd-alrazaq, Dari Alhuwail, Eiman Al-Jafar, Arfan Ahmed, Farag Shuweihdi, Shuja Mohd Reagu, Mowafa Househ
      JMIR Serious Games.2022; 10(3): e35202.     CrossRef
    • Evolution of Medical Conferences for Congenital Heart Disease Imagers in the Era of COVID-19: From Onsite to Virtual Meetings
      I-Chen Tsai, Hyun Woo Goo, Haifa Abdul Latiff, Seon Young Goo, Sang Joon Park
      Cardiovascular Imaging Asia.2022; 6(3): 82.     CrossRef
    • Future era of techno-economic analysis: Insights from review
      Slyvester Yew Wang Chai, Frederick Jit Fook Phang, Lip Siang Yeo, Lock Hei Ngu, Bing Shen How
      Frontiers in Sustainability.2022;[Epub]     CrossRef
    • Gastroenterology in the Metaverse: The dawn of a new era?
      Chi Zhang, Shuyan Feng, Ruonan He, Yi Fang, Shuo Zhang
      Frontiers in Medicine.2022;[Epub]     CrossRef
    • Into the Metaverse – Perspectives on a New Reality
      Tariq Rahaman
      Medical Reference Services Quarterly.2022; 41(3): 330.     CrossRef
    • Factors Affecting Learners’ Adoption of an Educational Metaverse Platform: An Empirical Study Based on an Extended UTAUT Model
      Zhuoqi Teng, Yan Cai, Yu Gao, Xiying Zhang, Xinlong Li, Jungmin Shin
      Mobile Information Systems.2022; 2022: 1.     CrossRef
    • Virtual reality techniques for trauma education
      Micha Holla, Maarten van den Berg
      Injury.2022; 53: S64.     CrossRef
    • The Metaverse: A New Challenge for the Healthcare System: A Scoping Review
      Luca Petrigna, Giuseppe Musumeci
      Journal of Functional Morphology and Kinesiology.2022; 7(3): 63.     CrossRef
    • A Study on Analyzing Teachers' Perception and Needs of Using Metaverse in Elementary Online Learning Environment
      Hyeongjong Han, Sumin Hong
      Journal of Digital Contents Society.2022; 23(8): 1383.     CrossRef
    • Athlete experiences of communication strategies in applied sports nutrition and future considerations for mobile app supportive solutions
      David Mark Dunne, Carmen Lefevre-Lewis, Brian Cunniffe, Samuel George Impey, David Tod, Graeme Leonard Close, James P. Morton, Rebecca Murphy
      Frontiers in Sports and Active Living.2022;[Epub]     CrossRef
    • Metaverse Dünyasının Eğitim Modeli Olarak Kullanımı ve Muhasebe Eğitimine Yansımaları
      Işık ALTUNAL
      Selçuk Üniversitesi Sosyal Bilimler Meslek Yüksekokulu Dergisi.2022; 25(Özel Sayı): 433.     CrossRef
    • Exploration of Educational Possibilities by Four Metaverse Types in Physical Education
      Ji-Eun Yu
      Technologies.2022; 10(5): 104.     CrossRef
    • The metaverse in education: Definition, framework, features, potential applications, challenges, and future research topics
      Xinli Zhang, Yuchen Chen, Lailin Hu, Youmei Wang
      Frontiers in Psychology.2022;[Epub]     CrossRef
    • The adoption of the metaverse concepts in Romania
      Cătălina Chinie, Marian Oancea, Steluta Todea
      Management & Marketing.2022; 17(3): 328.     CrossRef
    • Exploring the application scenarios and issues facing Metaverse technology in education
      Zhisheng Chen
      Interactive Learning Environments.2022; : 1.     CrossRef
    • Public interest in the digital transformation accelerated by the COVID-19 pandemic and perception of its future impact
      Joo-Young Park, Kangsun Lee, Doo Ryeon Chung
      The Korean Journal of Internal Medicine.2022; 37(6): 1223.     CrossRef
    • The Arrival of the Metaverse in Neurorehabilitation: Fact, Fake or Vision?
      Rocco Salvatore Calabrò, Antonio Cerasa, Irene Ciancarelli, Loris Pignolo, Paolo Tonin, Marco Iosa, Giovanni Morone
      Biomedicines.2022; 10(10): 2602.     CrossRef
    • The paradigm and future value of the metaverse for the intervention of cognitive decline
      Hao Zhou, Jian-Yi Gao, Ying Chen
      Frontiers in Public Health.2022;[Epub]     CrossRef
    • Novel pathway regarding good cosmetics brands by NFT in the metaverse world
      Jinkyung Lee, Ki Han Kwon
      Journal of Cosmetic Dermatology.2022; 21(12): 6584.     CrossRef
    • The significant transformation of life into health and beauty in metaverse era
      Jinkyung Lee, Ki Han Kwon
      Journal of Cosmetic Dermatology.2022; 21(12): 6575.     CrossRef
    • Advances in Metaverse Investigation: Streams of Research and Future Agenda
      Mariapina Trunfio, Simona Rossi
      Virtual Worlds.2022; 1(2): 103.     CrossRef
    • Dynamics of Metaverse and Medicine: A Review Article
      Mrudul A Kawarase, Ashish Anjankar
      Cureus.2022;[Epub]     CrossRef
    • METAVERSE TOPLUMU: KİMLİK, MEKÂN VE YENİ TOPLULUK BİLİNCİ
      Filiz GÜVEN, İlkim GÜVEN
      Erciyes Akademi.2022; 36(4): 1792.     CrossRef
    • Empirical Research on the Metaverse User Experience of Digital Natives
      Han Jin Lee, Hyun Hee Gu
      Sustainability.2022; 14(22): 14747.     CrossRef
    • When Digital Economy Meets Web3.0: Applications and Challenges
      Chuan Chen, Lei Zhang, Yihao Li, Tianchi Liao, Siran Zhao, Zibin Zheng, Huawei Huang, Jiajing Wu
      IEEE Open Journal of the Computer Society.2022; 3: 233.     CrossRef
    • Metaverse as Future Promising Platform Business Model: Case Study on Fashion Value Chain
      Saravanan Periyasami, Aravin Prince Periyasamy
      Businesses.2022; 2(4): 527.     CrossRef
    • Into the RetinaVerse: A New Frontier of Retina in the Metaverse
      Joshua Ong, Seenu M. Hariprasad, Jay Chhablani
      Ophthalmic Surgery, Lasers and Imaging Retina.2022; 53(11): 595.     CrossRef
    • Metaverse and education: the pioneering case of Minecraft in immersive digital learning
      Iván Sánchez-López, Rosabel Roig-Vila, Amor Pérez-Rodríguez
      El Profesional de la información.2022;[Epub]     CrossRef
    • Sustainable and Safe Consumer Experience NFTs and Raffles in the Cosmetics Market after COVID-19
      Jinkyung Lee, Ki Han Kwon
      Sustainability.2022; 14(23): 15718.     CrossRef
    • Metaverso: el futuro de la medicina en un mundo virtual
      Carlos Miguel Campos Sánchez, Laura Adalys Guillén León, Rossio Cristina Acosta Yanes, Marcos Antonio Gil Oloriz
      Metaverse Basic and Applied Research.2022; 1: 4.     CrossRef
    • A Review of Metaverse’s Definitions, Architecture, Applications, Challenges, Issues, Solutions, and Future Trends
      Abbas M. Al-Ghaili, Hairoladenan Kasim, Naif Mohammed Al-Hada, Zainuddin Bin Hassan, Marini Othman, Jakir Hussain Tharik, Rafiziana Md. Kasmani, Ibraheem Shayea
      IEEE Access.2022; 10: 125835.     CrossRef
    • Using Cinematic Virtual Reality to Get Acquainted with the Metaverse
      Ermo Säks
      Baltic Screen Media Review.2022; 10(2): 252.     CrossRef
    • A study of factors influencing Chinese college students’ intention of using metaverse technology for basketball learning: Extending the technology acceptance model
      Longfei Ren, Fangfang Yang, Chao Gu, Jie Sun, Yunfeng Liu
      Frontiers in Psychology.2022;[Epub]     CrossRef
    • Touch IoT enabled by wireless self-sensing and haptic-reproducing electronic skin
      Dengfeng Li, Jingkun Zhou, Kuanming Yao, Sitong Liu, Jiahui He, Jingyou Su, Qing’ao Qu, Yuyu Gao, Zhen Song, Chunki Yiu, Chuanlu Sha, Zhi Sun, Binbin Zhang, Jian Li, Libei Huang, Chenyu Xu, Tsz Hung Wong, Xingcan Huang, Jiyu Li, Ruquan Ye, Lei Wei, Zhengy
      Science Advances.2022;[Epub]     CrossRef
    • What the Literature on Medicine, Nursing, Public Health, Midwifery, and Dentistry Reveals: An Overview of the Rapidly Approaching Metaverse
      Muhammet DAMAR
      Journal of Metaverse.2022; 2(2): 62.     CrossRef
    • REFLECTION OF VIRTUAL REALITY ON ACCOUNTING EDUCATION: TRANSFORMATION OF UNIVERSITY TO METAVERSITY
      Şebnem YAŞAR
      Journal of Business in The Digital Age.2022;[Epub]     CrossRef
    • Influencing Factors of Usage Intention of Metaverse Education Application Platform: Empirical Evidence Based on PPM and TAM Models
      Gaofeng Wang, Changhoon Shin
      Sustainability.2022; 14(24): 17037.     CrossRef
    • El futuro de la salud en el metaverso
      Lee Yang Díaz-Chieng, Jhossmar Cristians Auza-Santiváñez, Jose Ignacio Robaina Castillo
      Metaverse Basic and Applied Research.2022; 1: 1.     CrossRef
    • Is online objective structured clinical examination teaching an acceptable replacement in post-COVID-19 medical education in the United Kingdom?: a descriptive study
      Vashist Motkur, Aniket Bharadwaj, Nimalesh Yogarajah
      Journal of Educational Evaluation for Health Professions.2022; 19: 30.     CrossRef
    • What Is Metaverse?—A Definition Based on Qualitative Meta-Synthesis
      Markus Weinberger
      Future Internet.2022; 14(11): 310.     CrossRef
    • Interactive and innovative technologies for smart education
      Babatomiwa Omonayajo, Fadi Al-Turjman, Nadire Cavus
      Computer Science and Information Systems.2022; 19(3): 1549.     CrossRef
    • A Scoping Review of the Metaverse for Software Engineering Education: Overview, Challenges, and Opportunities
      Filipe A. Fernandes, Cláudia M. L. Werner
      PRESENCE: Virtual and Augmented Reality.2022; 31: 107.     CrossRef
    • Tourism, the Metaverse, Artificial Intelligence, and Travel: Striking a Balance between Innovation and Concerns
      Shakeel Basheer, Sheezan Farooq, Murtaza Ahmad Reshi
      Journal of Social Responsibility,Tourism and Hospitality.2022; (26): 19.     CrossRef
    • Extended reality metaverse application in cancer radiotherapy: New opportunities and challenges
      Lirong Zhao, Jianguo Sun
      Digital Medicine.2022; 8: 24.     CrossRef
    • Training in lung cancer surgery through the metaverse, including extended reality, in the smart operating room of Seoul National University Bundang Hospital, Korea
      Huilyung Koo
      Journal of Educational Evaluation for Health Professions.2021; 18: 33.     CrossRef

    • PubReader PubReader
    • Cite
      CITE
      export Copy
      Close
    • XML DownloadXML Download
    Figure
    We recommend

    JEEHP : Journal of Educational Evaluation for Health Professions