An educators' guide to the metaverse

In other words, our digital avatars will flit seamlessly from one virtual world to another, opening up new digital experiences and a new digital economy.   

That’s the vision, anyway. 

What the metaverse is not 

The metaverse is not virtual reality.  

Virtual and augmented reality (VR/AR) are already well-defined technologies that are being used now to benefit education. While the metaverse will be accessible through VR headsets or AR glasses, VR/AR technology will only be one of the components for interacting with the metaverse. 

It’s not a single entity.  

The metaverse will not be owned by one company; rather, it will be a vast, decentralised network of connected virtual spaces that includes the sum of all virtual worlds, augmented reality and the internet. 

It’s not a step change.  

The metaverse will evolve from the convergence of a range of existing technologies: not just VR/AR but artificial intelligence, blockchain, cyber security and connectivity. 

And it’s not here yet.  

It’s important to bear in mind that the metaverse is still very much a hypothetical concept that requires extraordinary technical advancements before it can be made to function as intended.  

For example, there is no protocol yet that would allow avatars to move from one virtual world to another – which is one of the metaverse’s fundamental tenets. 

What might the metaverse mean for education? 

The education metaverse is being touted as a virtual reality teaching environment that will enable a more immersive style of teaching and learning: an “embodied” internet where, instead of just viewing content, we will be in it. 

Educators really need to ask, “So what? What is it about immersion that leads to a better, more engaging learning experience? And what does ‘engaging’ really mean?” 

And how will this be different from our current use of VR?  

As we know, VR headsets, simulators and full-body immersion suits are already adding value to education by providing a virtual alternative to real-world experience. By simulating complex environments they can give learners extra practice in otherwise dangerous, tricky or expensive physical tasks such as repairing offshore wind farms.  

However, one big difference to note between VR and the metaverse is that, while the experiences in VR systems cease the moment you switch them off, the metaverse will be a shared and persistent universe. So, even if you exit the metaverse, your digital avatar will still be in there, engaging and interacting with other users. 

The implications of that could make its use in educational settings problematic. 

The technology still has a long way to go 

There are plenty of hurdles that need to be overcome before the metaverse has any impact on education.  

For a start, the next level of immersive reality will require much more complex technology.  

We are far from being able to produce shared, persistent simulations synchronised in real-time for millions of users.  

The world just doesn’t have enough online infrastructure to sustain that amount of people accessing the metaverse at the same time. It has been suggested that current state-of-the-art computational efficiency would need to increase by 1000 times to power truly persistent and immersive computing at scale. 

And that amount of computing power will obviously go hand-in-hand with a major increase in carbon emissions. While the metaverse might limit the need for physical travel, this has to be weighed against its reliance on technologies like blockchain, which is extremely energy hungry. 

Then there are the legal, regulatory and ethical issues... 

As the next iteration of the digital economy, the metaverse will empower users to develop their own virtual spaces and solutions. This would establish a creator economy that allows users to own virtual assets and experiences which have a ‘monetary’ value. Whether that value will be transferable between different virtual worlds (or into the real world) remains unclear – but the fact that parts of the metaverse will be profit-driven could make it incompatible with the mission and values of education.