Metaverse in Academia: Redefining Higher Education’s Future

Abstract

Abstract The rise and development of meta-universe technology provide innovative research perspectives for higher education, as well as more opportunities and challenges for the construction of educational and teaching platforms in higher education. In this paper, we design a questionnaire with reference to relevant research and the characteristics of higher education and use the questionnaire to collect data on students’ perceptions of teaching quality and related learning effects in higher education under the application of meta-universe technology. Then, we use correlation analysis and regression analysis to investigate the correlation and influence between the perceived quality of teaching and learning adaptability, academic mood, and learning motivation after the application of metaverse technology in higher education. It was found that the average degree of perceived quality of teaching and learning of higher education students in the environment of meta-universe technology was at a high level (4<M<5), and there was a significant positive correlation between it and students’ learning adaptability (r>0, P=0.002). All the factors of perceived quality of teaching, except for content interestingness, had a significant effect on students’ learning ability adaptation (P<0.05). The development strategies proposed in this paper from the aspects of meta-universe technology development, data protection, and sharing provide valuable references and lessons for the construction and development of meta-universe technology in colleges and universities.