Metaverse technology is emerging as a global trend, offering virtual activities with real-world experiences. This paper presents a systematic review of research trends from 2012–2022 to determine the prevalence and current conditions of metaverse technology in education. The PRISMA framework (selected reporting items for systematic review and meta-analysis) guided this systematic review. 42 studies were selected from the Scopus database, with more than 70 studies or references from Google Scholar kept as supporting data after quality assessment. The results indicate that research interest in metaverse technology has significantly increased in the last ten years, peaking in 2022. Augmentation and simulation are the most prominent uses of metaverse technology in the learning process. C. Moro (2017) is the most cited author on this topic, with 313 citations, followed by P. Wang (2022) with 264 citations and P. Pelargos (2022) with 163 citations. AR and VR are the most widely used types of metaverse technology. Hopefully, this review will be useful for researchers, educators, and future research on the metaverse and education.

Augmented reality (AR) and virtual reality (VR) provide new experiences in the digital and simulation worlds. While they are intended to stimulate users’ perception and senses in general, the two differ significantly. This study aimed to seek and analyze international publications on the trends, similarities, differences, advantages, and disadvantages of AR and VR for learning over the period 2001-2021. In this study, bibliometric analysis using VOSViewer with the help of MS Excel was utilized to visualize metadata obtained from Scopus. Publish or Perish software supported the data collection of this study, which included retrieving and analyzing academic citations. The findings show that the AR/VR has trend continued to rise over the years. The results showed that Denmark and India (based on country bibliographic pairs), Journal of Physics Conference Series (based on journal bibliographic pairs), Y. Zhou publications (2018) (based on bibliographic pairs of publications), and Archana M. (India) with Lars K. (Denmark) (based on author bibliographic pairs) have become the most influential in the field of augmented reality and virtual reality for learning. AR and VR are two technologies changing how people use screens, thus creating new and exciting interactive experiences. In the future, it is expected that further research related to AR/VR and even Mixed Reality (MR) will continue to develop along with technological advancement. However, pedagogical competence remains an essential key to learning.

The wind speed characteristic in Indonesia requires a low-speed generator for a wind turbine generator system. One type of generator suitable for a low-speed wind turbine is the Axial Flux Disc Permanent Magnet Synchronous Generator (AFDPMSG). This type of generator uses permanent magnets to produce axial flux in the rotor disk, making it easier to implement for wind power generation. This paper discusses the design of three-phase AFDPMSG compatible with low-speed Horizontal Axis Wind Turbine (HAWT) in the single coreless stator and single rotor configuration. The AFDPMSG stator is designed using 15 coils coated with fiberglass, while the rotor is designed using 18 poles of Neodymium N52 type permanent magnet. To drive low-speed AFDPMSG with large mechanical torque, the HAWT is designed using six blades made of fiberglass with NACA6412 type airfoils. The magnetic characteristics of AFDPMSG were analyzed using SolidWorks software based on the finite element method. Then the electrical characteristics were verified through simulations using Matlab software and experiments using horizontal axis wind turbines. Both simulation and experimental results show that AFDPMSG has produced voltage and power for a low-speed wind turbine as expected. HAWT has been able to drive the AFDPMSG with a speed of 263 rpm at a wind speed 9 m/sec so that the AFDPMSG can produce the output voltage 14 volts with the output power of 580 Watts. These results are close to the AFDPMSG rating design.

Blended learning, also known as mixed-mode instruction, combines in-person and online instruction. Blended learning is widely used in school and university subjects. This research aims to determine how blended learning has been applied to algorithms and programming courses over the last 20 years. This study analyzes the quality and quantity of scientific publications using bibliometric techniques and then provides an overview of how blended learning is used and its impact. For this analysis and review, this study conducted a bibliometric analysis of articles published in the last 20 years (2000–2021) and then presented the 10 most cited articles. We established the following criteria for articles: 1) sourced from the Scopus database, 2) concerned about blended learning in algorithms and programming, and 3) publication is limited to articles published in indexed international journals and proceedings. The VOSviewer and MS-Excel applications help with data presentation in this method. We collected 240 articles that met these criteria from the Scopus database, which contained 297 articles published between 2000 and 2021. The most-cited article received 52 citations, while the least received only 3. The top 10 most cited articles are from the following countries: 1) Norway, 2) Serbia, and 3) Saudi Arabia. We divided the articles into categories based on the Sustainable Development Goals (SDGs). The findings of this study can be used as a reference for state-of-the-art and novelty, as well as for the dissemination of scientific references related to the use of blended learning for introductory algorithms and programming.