Educational Practices and Strategies With Immersive Learning Environments: Mapping of Reviews for Using the Metaverse

Abstract

The educational metaverse promises fulfilling ambitions of immersive learning, leveraging technology-based presence alongside narrative and/or challenge-based deep mental absorption. Most reviews of immersive learning research were outcomes-focused, few considered the educational practices and strategies. These are necessary to provide theoretical and pedagogical frameworks to situate outcomes within a context where technology is in concert with educational approaches. We sought a broader perspective of the practices and strategies used in immersive learning environments, and conducted a mapping survey of reviews, identifying 47 studies. Extracted accounts of educational practices and strategies under thematic analysis yielded 45 strategies and 21 practices, visualized as a network clustered by conceptual proximity. Resulting clusters “Active context”, “Collaboration”, “Engagement and Scaffolding”, “Presence”, and “Real and virtual multimedia learning” expose the richness of practices and strategies within the field. The visualization maps the field, supporting decision-making when combining practices and strategies for using the metaverse in education, highlights which practices and strategies are supported by the literature, and the presence and absence of diversity within clusters.