The immersive and collaborative learning experiences enabled by the metaverse have captured the interest of researchers and educators, who seek to understand how these virtual environments can complement traditional teaching and online learning, providing benefits in terms of student motivation and engagement.
However, significant gaps remain regarding the effectiveness of the metaverse in improving educational processes and student motivation within hybrid contexts.
This research aims to explore how implementing the metaverse in higher education settings can impact students' perception and motivation when using this technology for blended learning activities.
Through a quasi-experimental study, the research analyzes students’ reactions to a virtual environment replicating their university, using the Gather Town platform.
The key research question is: Does the use of the metaverse as a learning environment in a blended context motivate students and foster a positive perception of this type of teaching?
This approach seeks to increase student interest and engagement in blended learning environments, establishing a strong foundation for the use of metaverses in education.
Furthermore, the findings may guide future technological implementations in institutions aiming to integrate digital innovations into their teaching methodologies, while also identifying areas for improvement in the planning and execution of educational activities within the metaverse.
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How to cite: Moreira de Classe, T., Moreira de Castro, R., & Gomes de Oliveira, E. (2023). Metaverse as a Learning Environment for Blended Teaching. RIED. Revista Iberoamericana de Educación a Distancia, 26(2), 283–307. https://doi.org/10.5944/ried.26.2.36097
