The power of immersive technologies: a sociopsychological analysis of the relationship between immersive environments, storytelling, sentiment, and the impact on user experience

This dissertation initially focused on exploring the potential of immersive technologies for the distant future. However, the emergence of the COVID-19 virus in late 2019 disrupted the world, causing a pause in many areas. Nevertheless, the butterfly effect of the pandemic spurred the development of immersive technologies, resulting in the rise of the metaverse, web3, non-fungible tokens (NFT), and avatars, which are gaining increasing popularity. The excitement for the metaverse is growing in both academia and industry, leading to new avenues of research, digital marketing, video games, tourism, and social media. This dissertation explores this rapidly emerging technological revolution and its effects on user experience (UX)

Metaverse and education: the pioneering case of Minecraft in immersive digital learning

The metaverse is presented as a possible new technological iteration for the Internet. The generation of virtual universes in which the physical and the digital converge raises the question of how education will be addressed in these new systems. We find, however, pioneering exercises such as Minecraft: Education Edition. This platform is a version based on the popular sandbox video game, which was originally created by a community of teachers. The aim of this research is to analyze and describe the idiosyncratic characteristics of Minecraft as an educational platform, framing it as one of the pioneering exercises in the metaverse. To this end, we have employed a methodology that combines Multimodal Discourse Analysis with Grounded Theory and the Constant Comparative Method. As conclusions, we observe how the Minecraft Education platform reinforces from its approach pre-existing aspects from the physical world, resizing them to adapt them to its connected digital environment. These are key elements such as the identity of the participants, their ability to act within the system, creativity through lessons as a guide to the educational objectives and the community as the backbone of the process. At the same time, it presents differential components, such as the use of avatars, the transition from textual literacy to multimodal literacy, game mechanics that boost creativity or transhuman capabilities that defy physical space-time. All in all, the platform is designed for teachers, parents and managers, to whom it offers a series of benefits. Therefore, the pedagogical action will depend on their judgment and execution, especially through the elaboration of lessons and worlds, the management of the sessions and their interaction in community environments. It is their responsibility to ensure that the educational experience is truly empowering or, on the contrary, that it ends up being governed by reproductive criteria linked to symbolic violence

Metaverse in Education: Vision, Opportunities, and Challenges

Traditional education has been updated with the development of information technology in human history. Within big data and cyber-physical systems, the Metaverse has generated strong interest in various applications (e.g., entertainment, business, and cultural travel) over the last decade. As a novel social work idea, the Metaverse consists of many kinds of technologies, e.g., big data, interaction, artificial intelligence, game design, Internet computing, Internet of Things, and blockchain. It is foreseeable that the usage of Metaverse will contribute to educational development. However, the architectures of the Metaverse in education are not yet mature enough. There are many questions we should address for the Metaverse in education. To this end, this paper aims to provide a systematic literature review of Metaverse in education. This paper is a comprehensive survey of the Metaverse in education, with a focus on current technologies, challenges, opportunities, and future directions. First, we present a brief overview of the Metaverse in education, as well as the motivation behind its integration. Then, we survey some important characteristics for the Metaverse in education, including the personal teaching environment and the personal learning environment. Next, we envisage what variations of this combination will bring to education in the future and discuss their strengths and weaknesses. We also review the state-of-the-art case studies (including technical companies and educational institutions) for Metaverse in education. Finally, we point out several challenges and issues in this promising area.Comment: IEEE BigData 2022. 10 pages, 5 figures, 3 table

Metaverse, a Holistic Vision of the New Virtual Reality

Metaverse bursts into the media as a new marketing channel in September 2021, creating an explosion of reactions as brands join the race to be pioneers. Within a fully digital society and from a mature gaming industry, Metaverse is much more than an incubator of marketing and advertising ideas for brands, Metaverse is envisioned as a social disruption. This scenario raises three relevant questions to resolve over time: 1) Will the Metaverse finally take shape as a virtual society or, on the contrary, will it be integrated as one more channel of relationship within the context omnichannel? 2) how customers, brands and institutions are reacting to the Metaverse and 3) in any case, what transversal disruptive changes will be necessary in the new scenario of the Metaverse? From the deep and constant search for information in secondary sources (desk research methodology), this article seeks a holistic vision of the Metaverse, and its reading will allow defining specific areas of research on behavior patterns of people in this new virtual reality.Metaverso irrumpe en los medios como un nuevo canal de marketing en septiembre de 2021, creando una explosión de reacciones a medida que las marcas se unen en la carrera por ser pioneras. Dentro de una sociedad totalmente digital y de una industria del juego madura, Metaverso es mucho más que una incubadora de ideas de marketing y publicidad para marcas, Metaverso se concibe como una disrupción social. Este escenario plantea tres cuestiones relevantes a resolver en el tiempo: 1) ¿Metaverso se configurará finalmente como una sociedad virtual o, por el contrario, se integrará como un canal más de relación dentro del contexto omnicanal? 2) ¿cómo están reaccionando los clientes, marcas e instituciones ante Metaverso? y 3) en todo caso, ¿qué cambios disruptivos transversales serán necesarios en el nuevo escenario del Metaverso? Desde la búsqueda profunda y constante de información en fuentes secundarias (metodologia desk research), este artículo pretende una visión holística del Metaverso, y su lectura permitirá definir áreas específicas de investigación sobre patrones de comportamiento de las personas en esta nueva realidad virtual

Identifying immersive environments’ most relevant research topics: an instrument to query researchers and practitioners

This paper provides an instrument for ascertaining researchers’ perspectives on the relative relevance of technological challenges facing immersive environments in view of their adoption in learning contexts, along three dimensions: access, content production, and deployment. It described its theoretical grounding and expert-review process, from a set of previously-identified challenges and expert feedback cycles. The paper details the motivation, setup, and methods employed, as well as the issues detected in the cycles and how they were addressed while developing the instrument. As a research instrument, it aims to be employed across diverse communities of research and practice, helping direct research efforts and hence contribute to wider use of immersive environments in learning, and possibly contribute towards the development of news and more adequate systems.The work presented herein has been partially funded under the European H2020 program H2020-ICT-2015, BEACONING project, grant agreement nr. 687676.info:eu-repo/semantics/publishedVersio

Visit Your Therapist in Metaverse - Designing a Virtual Environment for Mental Health Counselling

The emergence of the metaverse as a virtual world platform has opened up new possibilities for the use of immersive technologies in healthcare. This paper aims to explore the potential of the metaverse for healthcare and show how metaverse should be designed. We conduct a study based on design science research and derive design principles for the designing of a virtual environment for mental health counselling. We evaluate each of these design principles and describe how they can be applied in a practical solution. The results indicate that the metaverse holds significant promise for improving healthcare delivery and enhancing patient outcomes. Our study thus contributes to the emerging field of metaverse in healthcare by providing a design approach for the development of applications that can serve as a virtual environment for therapeutic sessions between medical therapists and patients

Benefits and Challenges of the Educational Metaverse: Evidence from Quantitative and Qualitative Data

The metaverse, as a more advanced form of virtual reality, has great potential for education because of its unique affordances for enhancing immersion, interaction, and presence. However, because its development is still in its infancy, there are few empirical studies on the application of metaverse in education, with insufficient empirical evidence from the literature regarding its effectiveness and valued design features, as well as its advantages and disadvantages as a technology-enhanced learning environment. Utilizing the case study method, this study designed and implemented a 40-minute psychology course with 31 undergraduate students in the metaverse using the Virbela platform and collected both quantitative and qualitative data to empirically explore the benefits and challenges of the educational metaverse. The quantitative results showed that the students reported good learning experiences in the metaverse, but their learning outcomes were unsatisfactory, just over the passing level. The qualitative results revealed useful design features and common technical challenges of the educational metaverse. Based on the results, several implications for designing and developing effective courses in the educational metaverse were proposed