Definition, roles, and potential research issues of the metaverse in education: An artificial intelligence perspective

By Gwo-Jen Hwang, Shu-Yun Chien. Computers and Education: Artificial Intelligence, 2022

572 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Is Metaverse in education a blessing or a curse: a combined content and bibliometric analysis (2022, background): “Hwang and Chien (2022) proposed a framework to differentiate the Metaverse from AR and VR in three features: “shared,” “persistent,” and “de-centralized.”
Teachers’ AI digital competencies and twenty-first century skills in the post-pandemic world (2023, background): “Educators or instructional designers could program the pre-defined rules for learners to learn with virtual agents (tutors, peers and tutees) (Hwang & Chien, 2022).”
New Era of Artificial Intelligence in Education: Towards a Sustainable Multifaceted Revolution (2023, background): “AI-driven AR, MR, and VR technologies have the potential to create immersive and interactive educational environments (Metaverse), fostering engagement and enhancing students’ cognitive abilities [101].”
“Extending the Technology Acceptance Model (TAM) to Predict University Students’ Intentions to Use Metaverse-Based Learning Platforms” (2023, background): “Metaverse is widely seen that the Internet’s next generation, as it is expected to radically change how people interact and communicate with the world (Hwang and Chien, 2022).”
Learning and development (2013, unknown): “In particular, these technologies affect the development of analytical and critical thinking, spatial perception, and communicative functions (Hwang & Chien, 2022).”