The Metaverse has been the centre of attraction for educationists for quite some time. This field got renewed interest with the announcement of social media giant Facebook as it rebranding and positioning it as Meta. While several studies conducted literature reviews to summarize the findings related to the Metaverse in general, no study to the best of our knowledge focused on systematically summarizing the finding related to the Metaverse in education. To cover this gap, this study conducts a systematic literature review of the Metaverse in education. It then applies both content and bibliometric analysis to reveal the research trends, focus, and limitations of this research topic. The obtained findings reveal the research gap in lifelogging applications in educational Metaverse. The findings also show that the design of Metaverse in education has evolved over generations, where generation Z is more targeted with artificial intelligence technologies compared to generation X or Y. In terms of learning scenarios, there have been very few studies focusing on mobile learning, hybrid learning, and micro learning. Additionally, no study focused on using the Metaverse in education for students with disabilities. The findings of this study provide a roadmap of future research directions to be taken into consideration and investigated to enhance the adoption of the Metaverse in education worldwide, as well as to enhance the learning and teaching experiences in the Metaverse.

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In this study, the effect of the geography curriculum enriched with virtual reality applications on the teacher candidates' interest towards the course, academic achievement and tendency to use information technologies were examined. In the study in which both face-to-face and online learning environments were employed, in-class activities were conducted with virtual reality (VR) applications, and extracurricular activities were carried out with Google Classroom. In the study designed with single group pretest-posttest experimental design, a mixed-method approach in which quantitative and qualitative methods are used together was adopted. A total of 27 teacher candidates participated in the study that lasted for six weeks. The results obtained from the study revealed that the curriculum created a significant difference in teacher candidates' interest in the course, their academic success and their tendencies to use information technologies in their future classes. Teacher candidates stated that they were satisfied with the activities carried out with virtual reality and Google Classroom applications and that the geography curriculum supported by technology is effective in their learning processes.

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Due to the effect of COVID-19 pandemic, the use of technology and internet has taken place widely in all areas of life of individuals and provided positive benefits to individuals in various fields. Although the use of internet and technology provides many benefits, spending excessive time on internet due to the pandemic conditions has detrimental effects such as internet addiction that has been wide-spreading in human life. In this context, in this study, it has been tried to determine the digital game addiction levels of the students, which has become prevalent with the internet and internet addiction. 66 parents, 207 teachers, and 978 students participated in this study in which a mixed research method was used. The results acquired through the research demonstrate that the students are addicted to internet and digital games. The majority of the participant parents state that their children spend 3 hours or more on the internet a day with the purpose of playing games. Parents state that they have concerns whether their children are aware of the internet safety risks and they feel discomfort with the time their children spend on internet. Similarly, the majority of teachers participating in the research believe that students are addicted to digital games. Another result obtained from the research is that the majority of the participant students spend 3 hours or more a day, especially for playing digital games. However, contrary to their teachers and parents, students do not consider themselves as internet and game addicts.