Análisis informétrico del metaverso en canales y vídeos hispanoparlantes de YouTube

Quiroz, Mao Queen Garzón

doi:10.31095/podium.2022.41.9

Cited by 8 publications

(10 citation statements)

References 5 publications

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“…The immersion level the metaverse offers in a conceptual and semiotic world beyond what is possible with any other technology, providing individuals with a feeling of presence and connection with other users in a real and exciting manner. When applied to education (Menezes et al, 2019;Ochoa & Ortíz, 2018;Garzón, 2022), this first-person experience has been shown to increase the comprehensive abilities of students (Dwivedi et al, 2022). Furthermore, it is important to note that game-based learning may not be suitable for all learning objectives and subjects.…”

Section: Learned Lessonsmentioning

confidence: 99%

“…To increase its reach within the educational field, the company invested USD 10 million to develop three educational games focused on robotics, space exploration, IT, biomedical science, and engineering which will be distributed for free in schools in several countries (Dean, 2022). Given the current trend, it is likely that, in the next years, we will observe an increase in the use of educational games and platforms, and a growing interest in the use of metaverses for education (Garzón, 2022).…”

Section: Learned Lessonsmentioning

confidence: 99%

“…This may open new opportunities for education and learning(Zhang et al, 2022), as well as for new educational and economic models. Lastly,Garzón (2022) mentions that the interest in the use of the metaverse in the educational field is growing, as shown by the increasing amount of content creation and viewing in relation to this topic on other platforms, such as YouTube.RQ2: What are the Requirements andLimitations for the Use of the Metaverse in the , such as 5G or 6G, are key prerequisites for the deployment and operation of the metaverse world, according to academics(Dwivedi et al, 2021;Kye et al, 2021), thus the metaverse can maintain fluency, stability, and low latency for data transfer, scene display, instant feedback, and user connection with the use of high-speed networks. On the other hand, high-speed networks enable learners to smoothly transition from the physical world to metaverse instructional settings.Because the metaverse is a multi-player space, computing methods (edge computing, cloud computing, distributed computing) are required to manage, analyze, store, share, and exchange data and information between the virtual world and the real world, as well as among users(Zhang et al, 2022).…”

mentioning

confidence: 99%

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EXAMINING THE OPPORTUNITIES OF THE METAVERSE AND GAMIFICATION IN EDUCATION: benefits, and constraints

Yamba-Yugsi,

Contreras-Espinosa,

Maldonado-Mahauad

et al. 2023

vjshr

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The metaverse is a technology that has great potential to transform the field of education. Specifically, the use of gamification in the metaverse offers a promising paradigm for educational purposes. To investigate the current perspectives on the potential of the metaverse in education, we conducted a literature review that focused on its advantages and limitations. To do this end, we started a specialized search in the main academic repositories, from an initial sample of 50 academic articles published in the last 5 years, 25 of them were evaluated, meeting the proposed inclusion and exclusion criteria. Our analysis revealed that the metaverse has the potential to provide new opportunities for interactive and immersive learning experiences, and gamification in the metaverse may be incorporated to improve student motivation, which may as well lead to more effective learning and better long-term knowledge retention. However, we also identified key challenges that must be addressed, such as privacy concerns and potential interference between AI and teachers. These challenges may hinder the successful implementation of the metaverse in education. Our findings highlight the need for further research to fully understand and address these challenges to ensure the successful adoption of the metaverse in education.

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Section: Learned Lessonsmentioning

confidence: 99%

Section: Learned Lessonsmentioning

confidence: 99%

mentioning

confidence: 99%

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EXAMINING THE OPPORTUNITIES OF THE METAVERSE AND GAMIFICATION IN EDUCATION: benefits, and constraints

Yamba-Yugsi,

Contreras-Espinosa,

Maldonado-Mahauad

et al. 2023

vjshr

View full text Add to dashboard Cite

show abstract

“…A metaverse is a virtual environment capable of simulating both a real physical environment and a digital world (Chediak, 2023;Vallejos, 2023) whose application to the educational field focuses on offering virtual education solutions generating new collaborative learning models, and thereby encouraging interactive student participation (Ruiz-Campo et al, 2022). Currently, the metaverse is considered as a universal, unified and interoperable 3D space with the capacity for immersion, corporeality and persistence (Mendiola, 2022;Quiroz et al, 2023). In this way, immersiveness means that users are immersed in the virtual world and can feel the experience, on the other hand, corporeality allows users to be represented by avatars that personify the user experience and persistence means that continues execution, even without being connected (Barráez-Herrera, 2022).…”

Section: Introductionmentioning

confidence: 99%

Inclusion of Metaverses in the Development of the Flipped Classroom in the University environment: Bibliometric Analysis of Indexed Scientific Production in SCOPUS

Chamorro-Atalaya,

Durán-Herrera,

Suarez-Bazalar

et al. 2023

IJLTER

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The flipped classroom as a teaching strategy implies a change in the traditional class dynamics; however, in recent years the use of metaverses has been incorporated in the development of flipped classrooms, seeking to provide a more immersive and interactive environment for the student. Therefore, it is necessary to analyze and identify the existing gaps in the scientific production that investigate the inclusion of metaverses in university education. In this sense, the purpose of this study is to examine and present currents of study related to the integration of metaverses in the development of the flipped classroom, in university environments, using bibliometric analysis regarding academic works indexed in the Scopus database, between 2013 and 2023. The results obtained show a constant growth in scientific production. This increase is influenced by the context of the COVID-19 pandemic and the search for more immersive and effective solutions in virtual education. The predominant thematic areas focus specifically on the use of virtual reality and augmented reality as key elements for the design and construction of metaverses, which, combined with gamification techniques, lead to the development of flipped and immersive classrooms. In this sense, based on the identified results, it is concluded that there is a gap in the research corpus that needs to be addressed in terms of guidelines and good practices for the effective integration of metaverses in flipped classrooms.

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“…The metaverse is conceptualized as fictional constructions in which the participants interact through avatars, trying to reproduce real life in a virtual metaphor environment, without space-time limitations (Felip, 2023;Hurtado-Chong et al, 2022;Vidal, 2022). The metaverse is a record of the life of its users, where they interact in a mirror world with augmented reality and virtual reality; this space is oriented toward reality, but focused more on the virtual (Quiroz, 2022). In addition, the metaverse supposes the development of a network of virtual environments in which users can carry out different activities in an immersive way (Arias & Alexandra, 2016;Buitrago & Yesid, 2016;Herrero, 2023;Ramallal et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

The Metaverse in University Education during COVID-19: A Systematic Review of Success Factors

Chamorro-Atalaya,

Durán-Herrera,

Suarez-Bazalar

et al. 2023

IJLTER

View full text Add to dashboard Cite

The experiences that the COVID-19 pandemic brought led educational institutions to use disruptive technologies that guaranteed continuity of learning in the face of any adverse scenario, ranging from the conceptual to the experiential. This article aims to describe how the metaverse contributed to university education, and through these factors the success of its application was evidenced. For which a systematic review of the literature was developed. The research is exploratory-descriptive level. A total of 738 documents from the Scopus, ERIC, Taylor & Francis, and Google Scholar databases were reviewed, from which 16 articles were finally extracted. The content analysis technique was used through the Atlas Ti software. With this, it was obtained as a result that the type of metaverse used to a greater extent was virtual reality. Likewise, the areas of study in which they were applied to a greater extent are in education: medicine, engineering and administration. In addition, the factors that evidenced the improvement in university education as an effect of the application of the metaverse are academic performance and interaction between students. It is concluded that, given the pandemic scenario and the need to continue the teaching-learning process considering the limitations offered by the virtual modality in which experiential learning is not developed, it led to the development of learning scenarios through the metaverse. However, it will be necessary to reduce the gaps in terms of teaching skills, create teaching scenarios in the virtual world, use and evaluate them permanently.

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Análisis informétrico del metaverso en canales y vídeos hispanoparlantes de YouTube

Cited by 8 publications

References 5 publications

EXAMINING THE OPPORTUNITIES OF THE METAVERSE AND GAMIFICATION IN EDUCATION: benefits, and constraints

EXAMINING THE OPPORTUNITIES OF THE METAVERSE AND GAMIFICATION IN EDUCATION: benefits, and constraints

Inclusion of Metaverses in the Development of the Flipped Classroom in the University environment: Bibliometric Analysis of Indexed Scientific Production in SCOPUS

The Metaverse in University Education during COVID-19: A Systematic Review of Success Factors

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