In the early 90's, and especially in some American universities, with the emergence of virtual reality, virtual environments and their manipulation began to be implemented, achieving important advances that have led to improvements in research through changes in the perception of the subject, modeling, communication processes and the development of 3D virtual classrooms. These advances have led to the metaverse, as an environment where humans interact socially as avatars, and especially its application in the world of education in the fields of entertainment, tele-education, educational research, learning environments, etc. According to technologists, this year will separate the thinkers from the builders, and then the technical advances of the last few years will produce the first steps this year in making the metaverse a reality. Advances will largely be attributed to ever-better graphics processing units (GPUs), photorealistic 3D engines, faster content generation through volumetric video and artificial intelligence, the increasing prevalence of cloud computing and 5G, as well as a more sophisticated and better understood blockchain infrastructure. But from a human experience perspective, one development stands out above all others: extended reality (XR) technologies. These include virtual reality (VR), augmented reality (AR) and brain-computer interfaces (BCI), which together are positioned as the next computing platforms in their own right.

The research conducted in this study was applied to multidisciplinary groups of Higher Education belonging to different degrees using the methodology proposed by the Design Sprint (DS) tool for the achievement of different challenges/objectives in a very short time. The methodology used is an adaptation of the one proposed by the DS, carried out in five non-consecutive stages/sessions focused on students of the first two years of different degrees of the CEU San Pablo University. The students, in general, have valued very positively the collaborative work in small groups, the time management and the administration of work under stress. The abandonment of the different challenges was set at 32%. A high level of commitment has been appreciated among the students to reach the proposed challenges, however, the work of the mentors as guides, becomes essential in the first courses of the different degrees in a general way. The application of the SD methodology provides students with an increase in their performance, in their ability to work in teams and to adapt in the best possible way to the demands of a society that is increasingly demanding new technologies. Students have increased their ability to reflect, transform and innovate in the different objectives/challenges/projects demanded by the new circumstances and social strategies. The support of good mentors, critics and specialists in the different areas to be addressed is necessary to offer students a better learning experience.

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