Virtual Reality Applications and Impacts
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The results generally indicate that the Metaverse has promising potential for reshaping learning experiences in higher education, but further longitudinal and experimental studies are needed to explore its effectiveness across diverse disciplines and educational contexts.
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This study presents a systematic review and meta-analysis of twenty peer-reviewed empirical studies that examined the use of Metaverse technologies in higher education. The study aims to examine current research trends, academic fields, benefits, challenges, and the overall impact of Metaverse applications on student learning outcomes. The meta-analysis results indicate that Metaverse-based educational interventions have a significant positive impact on learning effectiveness (Hedges’ g = 0.758, p < .001), with varying effect sizes across different academic disciplines. The strongest effects were detected in arts and humanities, health and welfare, and business, administration and law. The included studies revealed several educational benefits, most notably improved learning outcomes, increased student motivation, and enhanced engagement and interaction within immersive learning environments. On the other hand, several challenges emerged, including technical issues, high implementation costs, and cognitive overload. Moreover, the results highlighted significant research gaps, including a limited number of studies addressing the needs of students with disabilities or gifted students, and insufficient attention to issues related to inclusion and accessibility. The results generally indicate that the Metaverse has promising potential for reshaping learning experiences in higher education, but further longitudinal and experimental studies are needed to explore its effectiveness across diverse disciplines and educational contexts.
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@article{Zohdi2026Evidence,
title = {<b>Evidence on the Metaverse’s Impact in Higher Education: A Systematic Review and Meta-Analysis </b>},
author = {Ayman Mohammed Zohdi and Rayan Saad Dajam and Fahad Saleem Al-Hafdi and Waleed Salim Alhalafawy},
journal = {International Journal of Technology in Education and Science},
year = {2026},
doi = {10.46328/ijtes.8626},
url = {https://doi.org/10.46328/ijtes.8626}
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