Social Opportunities, Learning Practices, and Performance in Metaverse and Virtual World: A Comparative Scoping Review in Higher Education

Abstract

Educators recognise the social benefits of metaverse and virtual world, two similar but different immersive online environments, and are increasingly using them to foster social interaction in the learning process. Although a few systematic reviews have summarised their general applications in education, they vary considerably in the objectives and standards of search and screening processes. To date, no comprehensive comparison has been undertaken between metaverse and virtual world, in terms of their features and boundaries, the social opportunities and learning practices they facilitate, and the associated effects on learner performance in higher education. Addressing this gap, this scoping review examined 10 metaverse studies and 41 virtual world studies. It reveals that (1) metaverse integrates various advanced technologies such as cloud computing and xReality, while virtual world relies more on traditional technological architectures; (2) both environments extend social learning beyond the classroom, but virtual world studies provide more detailed guidance for educators; (3) familiarising students with the operation within both environments is considered useful to reduce cognitive load when undertaking complex learning tasks; (4) educators often conflate learning theories and instructional strategies in relation to practices within both environments; and (5) having social learning activities in both environments generally has positive effects on student performance, though the results are mixed and context-dependent. This review offers valuable insights for educators, researchers, learning designers, product designers, investors, and policymakers seeking to leverage these immersive environments for educational purposes.