Envisioning Architecture of Metaverse Intensive Learning Experience (MiLEx): Career Readiness in the 21st Century and Collective Intelligence Development Scenario

Abstract

Th metaverse presents a new opportunity to construct personalized learning paths and to promote practices that scale the development of future skills and collective intelligence. The attitudes, knowledge and skills that are necessary to face the challenges of the 21st century should be developed through iterative cycles of continuous learning, where learners are enabled to experience, reflect, and produce new ideas while participating in a collective creativity process. In this paper, we propose an architecture to develop a metaverse-intensive learning experience (MiLEx) platform with an illustrative scenario that reinforces the development of 21st century career practices and collective intelligence. The learning ecosystem of MiLEx integrates four key elements: (1) key players that define the main actors and their roles in the learning process; (2) a learning context that defines the learning space and the networks of expected interactions among human and non-human objects; (3) experiential learning instances that deliver education via a real-life–virtual merge; and (4) technology support for building practice communities online, developing experiential cycles and transforming knowledge between human and non-human objects within the community. The proposed MiLEx architecture incorporates sets of technological and data components to (1) discover/profile learners and design learner-centric, theoretically grounded and immersive learning experiences; (2) create elements and experiential learning scenarios; (3) analyze learner’s interactive and behavioral patterns; (4) support the emergence of collective intelligence; (5) assess learning outcomes and monitor the learner’s maturity process; and (6) evaluate experienced learning and recommend future experiences. We also present the MiLEx continuum as a cyclic flow of information to promote immersive learning. Finally, we discuss some open issues to increase the learning value and propose some future work suggestions to further shape the transformative potential of metaverse-based learning environments.

The Metaverse in the Workplace: Possibilities and Implications for Human Resource Development

“…However, career-related metaverse case studies often lack specific guidelines for safeguarding personal data and maintaining confidentiality that companies could adopt. Additionally, it is essential to ensure equal digital accessibility for all individuals interested in career development: that is, all individuals must be able to access the same level of knowledge, interactions, and services in the metaverse (AbuKhousa et al, 2023). Finally, the risks of cyberaggression, bullying, and harassment must be considered when users interact with anonymous individuals, strangers, or pseudonymous individuals within metaverse environments (Buana, 2023).…”

“…Particularly, it sheds light on how the metaverse distinguishes itself from traditional technologies (e.g., online learning, virtual HRD) in the realm of workplace learning. Although the metaverse evolved from virtual HRD and online learning technologies (AbuKhousa et al, 2023; Alcañiz et al, 2018), the metaverse provides a more globally immersive learning environment that significantly enhances engagement and motivation. To ensure optimal learning effectiveness, instructors need to thoughtfully evaluate the instructional and technical attributes of various metaverse types when applied to traditional teaching approaches (e.g., lectures, group discussions, project-based learning).…”

Sociodigital experiences and creativity in the metaverse: An integrative review

“…Understood as a foundation for creativity, sharing can be enhanced by various aspects found in the metaverse, such as less restricted community relationships, narrative and storytelling possibilities, collective construction, destruction, and craftsmanship [ 27 , 31 ]. When the immersive experience is structured in this way, it becomes a journey based on experience and engagement, identification, support, and feedback – elements that strengthen knowledge sharing [ 38 ].…”

“…This occurs due to the symbolic factors identified in virtual spaces. These symbolic factors both enable abstraction and connect people to the real world [ 38 , 27 ].…”

Mapping Metaverse Research: Identifying Future Research Areas Based on Bibliometric and Topic Modeling Techniques

“…This research could also encompass the cultural dimensions of metaverse-enabled learning, examining how these virtual spaces foster cross-cultural understanding and promote global citizenship among students [167]. The metaverse's capacity for tailored instructional materials and activities offers a promising domain for further investigation into the personalization of learning pathways [168]. In this regard, researchers may delve into the efficacy of adaptive learning algorithms and data-driven approaches to customize educational content within the metaverse, including diverse aspects of personalized learning, such as balancing student autonomy and instructor guidance and addressing ethical considerations related to data privacy and algorithmic fairness [92].…”