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Competencias docentes implicadas en el diseño de Entornos Literarios Inmersivos: conjugando proyectos STEAM y cultura maker

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Competencias docentes implicadas en el diseño de Entornos Literarios Inmersivos: conjugando proyectos STEAM y cultura maker

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Coords: Albert Sangrà, Montse Guitert y Patricia Alejandra Behar
Tras la pandemia del COVID-19, se ha entendido que la educación digital necesita el desarrollo de metodologías más activas, apoyadas por tecnologías a veces clásicas y a veces emergentes, gestionando el tiempo y los espacios de forma más creativa y eficiente. Mediante un abanico diverso de enfoques metodológicos, en este monográfico de RIED se aportan evidencias empíricas que contribuyen a la discusión sobre las competencias y las metodologías necesarias para que pueden ser puestas en práctica en la educación superior.

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AIESAD, Asociación Iberoamericana de Educación Superior a Distancia

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Revista Iberoamericana de la Educación Digital

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Revista Iberoamericana de Educación a Distancia"> <meta name=

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Gafas de realidad virtual: ¿tecnología disruptiva o ‘meme’ infinito?

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Gafas de realidad virtual: ¿tecnología disruptiva o ‘meme’ infinito?

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Gafas de realidad virtual: ¿tecnología disruptiva o ‘meme’ infinito?

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Apple lanzó el mes pasado uno de sus productos más secretos y esperados, las Apple Vision Pro, cuyo precio supera los 4.000 euros y que han despertado tanto alabanzas y como críticas, sobre todo por su diseño

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Over the summer, I began seeing the first suspected cases of AI use in the introductory college writing courses that I teach online. Since then, AI-generated essays have become a more common element of these classes.

Thankfully, I've gotten much better at instantly spotting AI papers thanks to some tell-tale signs of ChatGPT's and other AI-generators' writing styles. I discuss the techniques I've learned to detect AI writing in my classes below.

Before we get to these strategies, however, it's important to remember that suspected AI use isn't immediate grounds for disciplinary action. These cases should be used as conversation starters with students and even - forgive the cliché - as a teachable moment to explain the problems with using AI-generated work.

To that end, I've written previously about how I handled these suspected AI cases, the troubling limitations and discriminatory tendencies of existing AI detectors, and about what happens when educators incorrectly accuse students of using AI.

With those caveats firmly in place, here are the signs I look for to detect AI use from my students.

1. How to Detect AI Writing: The Submission is Too Long

When an assignment asks students for one paragraph and a student turns in more than a page, my spidey sense goes off.

Almost every class does have one overachieving student who will do this without AI, but that student usually sends 14 emails the first week and submits every assignment early, and most importantly, while too long, their assignment is often truly well written. A student who suddenly overproduces raises a red flag.

2. The Answer Misses The Mark While Also Being Too Long

Being long in and of itself isn't enough to identify AI use, but it's often overlong assignments that have additional strange features that can make it suspicious.

For instance, the assignment might be four times the required length yet doesn't include the required citations or cover page. Or it goes on and on about something related to the topic but doesn't quite get at the specifics of the actual question asked.

3. AI Writing is Emotionless Even When Describing Emotions

If ChatGPT was a musician it would be Kenny G or Muzak. As it stands now, AI writing is the equivalent of verbal smooth jazz or grey noise. ChatGPT, for instance, has this very peppy positive vibe that somehow doesn't convey actual emotion.

One assignment I have asks students to reflect on important memories or favorite hobbies. You immediately sense the hollowness of ChatGPT's response to this kind of prompt. For example, I just told ChatGPT I loved skateboarding as a kid and asked it for an essay describing that. Here's how ChatGPT started:
As a kid, there was nothing more exhilarating than the feeling of cruising on my skateboard. The rhythmic sound of wheels against pavement, the wind rushing through my hair, and the freedom to explore the world on four wheels - skateboarding was not just a hobby; it was a source of unbridled joy.
You get the point. It's like an extended elevator jazz sax solo but with words.

4. Excessive Use of Lists and Bullet Points

Here are some reasons that I suspect students are using AI if their papers have many lists or bullet points:

1. ChatGPT and other AI generators frequently present information in list form even though human authors generally know that's not an effective way to write an essay.

2. Most human writers will not inherently write this way, especially new writers who often struggle with organizing information.

3. While lists can be a good way to organize information, presenting more complex ideas in this manner can be ....

4 ... annoying.

5. Do you see what I mean?

6. (Yes, I know, it's ironic that I'm complaining about this here given that this story is also a list.)

5. It's Mistake-Free

I've criticized ChatGPT's writing here yet in fairness it does produce very clean prose that is, on average, more error-free than what is submitted by many of my students. Even experienced writers miss commas, have long and awkward sentences, and make little mistakes - which is why we have editors. ChatGPT's writing isn't too "perfect" but it's too clean.

6. The Writing Doesn't Match The Student's Other Work

Writing instructors know this inherently and have long been on the lookout for changes in voice that could be an indicator that a student is plagiarizing work.

AI writing doesn't really change that. When a student submits new work that is wildly different from previous work, or when their discussion board comments are riddled with errors not found in their formal assignments, it's time to take a closer look.

7. Something Is Just . . . Off

The boundaries between these different AI writing tells blur together and sometimes it's a combination of a few things that gets me to suspect a piece of writing. Other times it's harder to tell what is off about the writing, and I just get the sense that a human didn't do the work in front of me.

I've learned to trust these gut instincts to a point. When confronted with these more subtle cases, I will often ask a fellow instructor or my department chair to take a quick look (I eliminate identifying student information when necessary). Getting a second opinion helps ensure I've not gone down a paranoid "my students are all robots and nothing I read is real" rabbit hole. Once a colleague agrees something is likely up, I'm comfortable going forward with my AI hypothesis based on suspicion alone, in part, because as mentioned previously, I use suspected cases of AI as conversation starters rather than to make accusations.

Again, it is difficult to prove students are using AI and accusing them of doing so is problematic. Even ChatGPT knows that. When I asked it why it is bad to accuse students of using AI to write papers, the chatbot answered: "Accusing students of using AI without proper evidence or understanding can be problematic for several reasons."

Then it launched into a list.

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7 Ways to Detect AI Writing Without Technology

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As more of my students have submitted AI-generated work, I've gotten better at recognizing it.

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17 aplicaciones de Realidad Aumentada para educación

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17 aplicaciones de Realidad Aumentada para educación

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Haced clic en el nombre de cada aplicación o en las imágenes para acceder a ellas.

1. Metaverse - Con esta aplicación podemos crear RA en nuestras clases de manera sencilla. Permite insertar objetos 3D, enlaces, multimedia, cuestionarios, juegos, encuestas, fotos, tours, búsquedas del tesoro, eventos, etc.

2. Merge - Gracias al cubo Merge podréis disfrutar de fantásticas experiencias de Realidad Aumentada simplemente enfocando al cubo con vuestro dispositivo móvil e interactuando con él. Además de ser muy divertido, nos permite seguir aprendiendo. El cubo se puede comprar o descargar y construir de manera gratuita. Haced clic en la imagen para acceder a su página y descubrir cómo funciona.

3. Augment - Es una plataforma de realidad aumentada que nos permite visualizar sus productos en 3D en un entorno y en un tiempo real a través de cualquier dispositivo móvil. Así podemos crear nuestros propios escenarios de RA con objetos 3D.

4. QuiverVision - Es una aplicación gratuita de RA que me ha fascinado. Está disponible para todos los dispositivos y su funcionamiento es muy sencillo. En primer lugar hay que imprimir los dibujos que nos gusten de la web. Después colorearlos, abrir la aplicación, enfocar el dibujo y darle al play. Lo que podréis ver os sorprenderá.

5. Goosechase - Nos permite crear búsquedas del tesoro personalizadas con RA, fotos y vídeos que se reproducen a través de la aplicación en teléfonos inteligentes, tabletas y otros dispositivos móviles.

6. Arloon - Es una empresa española que ha diseñado varias aplicaciones de Realidad Aumentada para distintas áreas y niveles educativos. Son aplicaciones de gran calidad y con un contenido curricular interactivo y pedagógico.

7. Layar - Es una aplicación que nos permite enriquecer nuestros documentos, infografías, pósters o creaciones con RA y contenido de todo tipo.

8. ZooKazam - Es una app de Realidad Aumentada en la que disfrutaremos de los animales de una manera muy especial. Simplemente hay que descargar algunas de las tarjetas de la página web y luego elegir el animal que queremos ver. Los animales se mueven, emiten sonidos, podemos interactuar con ellos, etc. También permite hacer fotos y vídeos, cambiar el tiempo, aplicar distintos filtros y obtener información adicional sobre el animal que estamos viendo.

9. Actionbound - Es una aplicación que nos permite crear guías interactivas y cazas del tesoro con Realidad Aumentada.

10. Chromville - Es una fantástica aplicación de Realidad Aumentada que facilita que nuestros alumnos puedan aprender y afianzar los contenidos trabajados en las distintas áreas. Une aprendizaje con diversión, fomentando la creatividad y aumentado la motivación del alumnado. Aquí explico cómo funciona de manera más detallada: Chromville - Increíble aplicación de Realidad Aumentada para educación.

11. Zapworks - Es una aplicación que nos permite crear nuestras propias experiencias de Realidad Aumentada añadiendo objetos 3D, enlaces, vídeos, fotos y botones personalizados.

12. Body planet - Es una aplicación asombrosa para descubrir el cuerpo humano a través de la Realidad Aumentada. Nos proponen una forma diferente de aprender.

13. Aumentaty - Es la comunidad de creación y visualización de contenidos de Realidad Aumentada más numerosa del mundo. Nos permite crear nuestros propios proyectos de RA en apenas unos pasos, sin tener conocimientos técnicos y de una manera sencilla y autónoma.

14. Zappar - Es una plataforma que a través de unos marcadores llamados "zapcode" proyecta la Realidad Aumentada por medio de formatos multimedia como imagen, vídeo, botones, galerías, etc.

15. Curiscope - Esta aplicación combina Realidad Aumentada con Realidad Virtual. Permite enseñar y aprender cómo funcionan nuestros órganos gracias a su camiseta que su app gratuita es capaz de reconocer. Además, también ofrece otras opciones gracias a sus carteles multiverse que combinan un póster con una otra aplicación gratuita que permite mostrar y aprender sobre las maravillas del sistema solar.

16. Star Walk - Es una aplicación que nos permite observar el universo como nunca antes lo habíamos hecho. Todo ello gracias a la Realidad Aumentada.

17. Google - Nos ofrece la posibilidad de ver obras de arte y animales en 3D. Aquí se explica cómo hacerlo:

- Disfruta de animales 3D en tu casa de manera sencilla.

- Disfruta de obras de arte 3D en tu casa de manera sencilla.

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17 aplicaciones de Realidad Aumentada para educación

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Blog con recursos para docentes y actividades interactivas para todos los niveles educativos

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Next Generation Virtual Worlds: Societal, Technological, Economic and Policy Challenges for the EU

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Next Generation Virtual Worlds: Societal, Technological, Economic and Policy Challenges for the EU

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Next Generation Virtual Worlds: Societal, Technological, Economic and Policy Challenges for the EU

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This report provides an overview of the opportunities that next generation virtual worlds may bring in different sectors such as education, manufacturing, health, and public services among others. This potential will need to be harnessed in light of the challenges the EU may need to address along societal, technological, and economic and policy dimensions.

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Virtual reality vs video conferencing

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Virtual reality vs video conferencing: could remote work be better?

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With the rise of remote work, many businesses have turned to video conferencing as a primary method of communication. The Ministry of Internal Affairs in Lower Saxony, Germany agreed to conduct several of their regular workshops using VR headsets. PwC designed and constructed the virtual environment…

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Metaverse in education: A systematic literature review

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Metaverse in education: A systematic literature review

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Mapping the Landscape of Doctoral Research in Technologies

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Mapping the Landscape of Doctoral Research in Technologies

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in Education: A 25-Year Analysis in Portuguese Universities

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The abstract needs to be clarified and need rewriting for clarity. It took time to decipher from the abstract the topic under study. I suggest revisiting the entire paper, starting with the abstract and working on a style that makes it clear to present your arguments.

The idea of school being the main source of knowledge transmission. While the school as an institution is vital for knowledge acquisition, it is not the primary source of knowledge.

Please revisit the paper focusing on the following.

Use of passive voice in some instances, need to review and rewrite for clarity

Dangling modifier

wordy sentences

grammatical error

spelling error
Author Response
1. Summary

We would like to extend our heartfelt appreciation for your time and dedication in reviewing our manuscript and providing valuable comments and suggestions. Your thorough evaluation and constructive feedback have been instrumental in enhancing the quality of our work, and we are sincerely grateful for your contributions. Please find the detailed responses below.

2. Questions for General Evaluation

3. Point-by-point response to Comments and Suggestions for Authors

Comments 1: The abstract needs to be clarified and need rewriting for clarity. It took time to decipher from the abstract the topic under study. I suggest revisiting the entire paper, starting with the abstract and working on a style that makes it clear to present your arguments.

Response 1: We acknowledge your concern regarding the abstract and the need for greater clarity. Your point is well-taken, and we understand the importance of a well-crafted abstract in effectively conveying the essence of our research. In response to your suggestion, we have revisited the abstract and made substantial revisions to enhance its clarity and conciseness. In addition to the abstract, we made substantial changes to the introduction, aiming to improve the contextualization of the study about previous research, as well as the research questions. We also emphasize that to ensure clarity and accuracy throughout the document, we subject the manuscript to a comprehensive review by an official native translator.

Comments 2: The idea of school being the main source of knowledge transmission. While the school as an institution is vital for knowledge acquisition, it is not the primary source of knowledge.

Response 2: We appreciate your comment, and we want to express our regret that our initial text conveyed a perspective that was not our intention. We would like to clarify that we do not view school as the primary source of knowledge. As mentioned before, we have revised the manuscript, and we believe that our perspective is accurately reflected. However, if you believe that at any point in the revised manuscript, this idea is still being conveyed, we would be extremely grateful if you could specify the exact section where this occurs. Your specific feedback would be invaluable in helping us align the article with the intended perspective.

4. Comments on the Quality of English Language

Point 1. Please revisit the paper focusing on the following.

Use of passive voice in some instances, need to review and rewrite for clarity

Dangling modifier

wordy sentences

grammatical error

spelling error

Response 1: Thank you for your feedback regarding the quality of the English language in our paper. We take your comments seriously and have carefully reviewed the manuscript with the assistance of an official native translator to ensure that all aspects have been considered.

5. Additional clarifications

All changes made to the manuscript are highlighted in blue.

Here are the major issues that authors should fix. 1. The title is very generic. 2. The findings are not succinctly presented in the abstract. 3. Issues discussed in the introduction are not clear and focused. 4. Theoretical and conceptual frameworks are not clearly discussed and presented. 6. The study just reports the descriptive findings, which can not be applied as major findings, to propose a theory or conclusion.

Overall, I could not see how the study contributed to the field of study. and in What field of study? The author should re-focused on the issues to be raised and what actually the study would like to propose and answer.

English is ok
Author Response
1. Summary

We would like to extend our heartfelt appreciation for your time and dedication in reviewing our manuscript and providing valuable comments and suggestions. Your thorough evaluation and constructive feedback have been instrumental in enhancing the quality of our work, and we are sincerely grateful for your contributions. Please find the detailed responses below.

2. Questions for General Evaluation

3. Point-by-point response to Comments and Suggestions for Authors

Comments 1: Here are the major issues that authors should fix. 1. The title is very generic. 2. The findings are not succinctly presented in the abstract. 3. Issues discussed in the introduction are not clear and focused. 4. Theoretical and conceptual frameworks are not clearly discussed and presented. 6. The study just reports the descriptive findings, which can not be applied as major findings, to propose a theory or conclusion.

Response 1: We sincerely appreciate your comprehensive feedback, which has provided us with valuable insights for enhancing our manuscript. We have taken your comments to heart and made the following revisions: 1) We have revised the title to make it more specific and reflective of the content of our research, addressing your concern about its generality; 2) We have reworked the abstract to ensure that the results are presented succinctly, enabling readers to efficiently grasp the core of our research; and 3) We have also reformulated the introduction section. In this initial segment of the manuscript, we have worked diligently to offer a more lucid and targeted exposition of the study's context and background. We have further elucidated the significance of the study, refined the precision of our research questions, and underscored their purpose. In this sense, and to respond to the concerns indicated in your comment, we took the opportunity to clarify that "our study endeavours to initiate a series of projects aimed at identifying, mapping, and scrutinizing the scientific research conducted in Portuguese universities. Specifically focusing on the doctoral level, this paper delves into three core dimensions of analysis for characterizing doctoral research in the domain of TE in Portuguese universities. These dimensions encompass Authors and Dissertations, Issues Studied, and University Contexts."

Comments 2: Overall, I could not see how the study contributed to the field of study. and in What field of study? The author should re-focused on the issues to be raised and what actually the study would like to propose and answer.

Response 2: As outlined in our previous response, we have refined the title, abstract, and introduction. We hope that the changes we have made will address your concerns and provide a clearer understanding of the contribution of our study. If you have any additional questions or require further clarification, please feel free to let us know. Your feedback is instrumental in improving the quality and relevance of our research.

4. Comments on the Quality of English Language

Comments 1: English is ok

Response 1: Thank you for your feedback regarding the quality of the English language in our paper. Even so, we have carefully reviewed the manuscript with the assistance of an official native translator.

5. Additional clarifications

All changes made to the manuscript are highlighted in blue.

The paper needs a good edit to check grammatical issues, such as sentence structure, in order to help with clarification of meaning. For example, the 2nd sentence of the abstract is confusing and could be broken up. Plus there seems to be a "in" missing "in this specific field". Another example is the very first sentence of the introduction. Too many clauses confuses the reader and creates a disjointed sentence. The content and author's meaning becomes unclear. Same with the 2nd paragraph, same section. These first two paragraphs are one sentence each. Each sentence does not present a logical flow and is very confusing. Same with the 4th paragraph. This type of writing is very frustrating to read. I have also found incomplete sentences: "In an initial approach, with the aim of extending or replacing the role of the teacher in the transmission of information." There is sometimes an overuse of the word "it". It would be helpful to name what "it" is being discussed.

For the rest of the introduction, I tried to look past the inaccurate sentence structure and grammatical issues to analyse the content of the paper. The premise of the paper is good. A study to find trends in dissertation research can be beneficial to the field.

The introduction section seems to include the Literature Review. It would be helpful and better organised if this became it's own section with additional subheadings.

I would recommend being more explicit in saying why your research is important. At the moment, this is subtly done in the paragraph beginning with "Looking at the literature review."

The methodology section was detailed and had a better writing style, so it was clear what methods the authors used.

The results sections and subsections were clear and showed interesting trends.

The discussion and conclusion also brought about interesting points.

Overall, this is a good study. However, the introduction needs some major revising/editing.

Overall, this is a good study. However, the introduction shows a lower quality of the English language in terms of grammar and sentence structure and needs some major revising/editing.
Author Response
1. Summary

We would like to extend our heartfelt appreciation for your time and dedication in reviewing our manuscript and providing valuable comments and suggestions. Your thorough evaluation and constructive feedback have been instrumental in enhancing the quality of our work, and we are sincerely grateful for your contributions. Please find the detailed responses below.

2. Questions for General Evaluation

3. Point-by-point response to Comments and Suggestions for Authors

Comments 1:

The paper needs a good edit to check grammatical issues, such as sentence structure, in order to help with clarification of meaning. For example, the 2nd sentence of the abstract is confusing and could be broken up. Plus there seems to be a "in" missing "in this specific field". Another example is the very first sentence of the introduction. Too many clauses confuses the reader and creates a disjointed sentence. The content and author's meaning becomes unclear. Same with the 2nd paragraph, same section. These first two paragraphs are one sentence each. Each sentence does not present a logical flow and is very confusing. Same with the 4th paragraph. This type of writing is very frustrating to read. I have also found incomplete sentences: "In an initial approach, with the aim of extending or replacing the role of the teacher in the transmission of information." There is sometimes an overuse of the word "it". It would be helpful to name what "it" is being discussed.

For the rest of the introduction, I tried to look past the inaccurate sentence structure and grammatical issues to analyse the content of the paper. The premise of the paper is good. A study to find trends in dissertation research can be beneficial to the field.

The introduction section seems to include the Literature Review. It would be helpful and better organised if this became it's own section with additional subheadings.

I would recommend being more explicit in saying why your research is important. At the moment, this is subtly done in the paragraph beginning with "Looking at the literature review."

Response 1: We appreciate your thorough review and constructive feedback on our manuscript. Your input on the grammatical and structural aspects is particularly valuable. We have taken your comments seriously and made significant improvements to enhance the clarity and coherence of our paper.

Namely, we have revisited the abstract and made substantial revisions to enhance its clarity and conciseness.

We have also reformulated the introduction section. In this initial segment of the manuscript, we have worked diligently to offer a more lucid and targeted exposition of the study's context and background. We have further elucidated the significance of the study, refined the precision of our research questions, and underscored their purpose. We also take the opportunity to clarify that "our study contributes to the advancement of scholarship by offering a nuanced perspective on the evolving intersections between technology, education, and research. This investigation not only enriches academic discourse but also provides valuable insights for educational practitioners, policymakers, and stakeholders seeking to harness the potential of technology to enhance learning outcomes and shape the future of education."

We also emphasize that to ensure clarity and accuracy throughout the document, we subject the manuscript to a comprehensive review by an official native translator.

We hope that these improvements address your concerns and contribute to a more coherent and reader-friendly manuscript. If you have any further suggestions or areas of concern within the paper, please do not hesitate to share them. Your feedback is essential to our ongoing efforts to improve the quality and relevance of our research.

Comments 2: The methodology section was detailed and had a better writing style, so it was clear what methods the authors used. The results sections and subsections were clear and showed interesting trends. The discussion and conclusion also brought about interesting points. Overall, this is a good study. However, the introduction needs some major revising/editing.

Response 2: Thank you for your positive feedback on our methodology, results, discussion, and conclusion sections. We appreciate your valuable insights. As we mentioned in the previous response, we essentially focused on revising the introduction and abstract to improve the overall quality of the manuscript.

4. Comments on the Quality of English Language

Comments 1: Overall, this is a good study. However, the introduction shows a lower quality of the English language in terms of grammar and sentence structure and needs some major revising/editing.

Response 1: Thank you for your feedback regarding the quality of the English language in our paper. We take your comments seriously and have carefully reviewed the manuscript with the assistance of an official native translator, as mentioned in response 3.1.

5. Additional clarifications

All changes made to the manuscript are highlighted in blue.

Congratulations! Good paper but must be improved showing differences and similarities with other contexts.
Author Response
1. Summary

We would like to extend our heartfelt appreciation for your time and dedication in reviewing our manuscript and providing valuable comments and suggestions. Your thorough evaluation and constructive feedback have been instrumental in enhancing the quality of our work, and we are sincerely grateful for your contributions. Please find the detailed responses below.

2. Questions for General Evaluation

3. Point-by-point response to Comments and Suggestions for Authors

Comments 1: Congratulations! Good paper but must be improved showing differences and similarities with other contexts.

Response 1: Thank you for your positive feedback on our paper, and we appreciate your congratulations. We take this opportunity to inform you that we have revised the article to make its intentions clearer. In the introduction, we have worked diligently to offer a more lucid and targeted exposition of the study's context and background. We have further elucidated the significance of the study, refined the precision of our research questions, and underscored their purpose. In this sense, and to respond to the concerns indicated in your comment, we took the opportunity to clarify that "our study endeavours to initiate a series of projects aimed at identifying, mapping, and scrutinizing the scientific research conducted in Portuguese universities. Specifically focusing on the doctoral level, this paper delves into three core dimensions of analysis for characterizing doctoral research in the domain of TE in Portuguese universities. These dimensions encompass Authors and Dissertations, Issues Studied, and University Contexts." In this regard, your suggestion will be considered in the studies we plan to develop soon.

4. Comments on the Quality of English Language

N/A

5. Additional clarifications

All changes made to the manuscript are highlighted in blue.
Round 2
While you have revised some sections of the paper, it is still hard to decipher due to the writing style. For instance, the methodology section must be more precise when looking at the search variables used on the RENATES platform. It needs to be clarified why you isolated some dissertations from this study. While the research is exciting and would contribute to scholarship, it might be best to dedicate more time to reworking this paper. Revisit the methodology section and present data.

The paper needs to be revised, focusing on things like passive voice, punctuation, hanging sentences, and some modifiers, among other things. Improving these areas might help with clarity in some sections. I suggest revisiting this paper and reworking it for conciseness.
Author Response
We greatly appreciate your thorough review of our paper and the valuable comments and suggestions you provided. Your input has been instrumental in enhancing and clarifying various aspects of our work. We are confident that your contribution has played a pivotal role in improving our research. Please find the detailed responses below.

Comments 1. While you have revised some sections of the paper, it is still hard to decipher due to the writing style. For instance, the methodology section must be more precise when looking at the search variables used on the RENATES platform.

To clarify the use of the RENATES platform, we would like to highlight that we have included the link (https://renates2.dgeec.mec.pt/) to provide a direct reference to the platform where we conducted our research. Furthermore, it seemed important to explain that we repeated the procedure described for all universities in Portugal that offer doctoral programs in the field of education. These adjustments are indicated in the manuscript, highlighted in blue, from line 288 to line 293. Following these adjustments, the manuscript highlights three cases in which it was not possible to extract a document in one go, as the system only allows for a maximum of 200 results to be extracted at a time.

Comments 2. It needs to be clarified why you isolated some dissertations from this study. While the research is exciting and would contribute to scholarship, it might be best to dedicate more time to reworking this paper. Revisit the methodology section and present data.

We carefully revisited the methodology section. To ensure a comprehensive and transparent description of the procedures followed, we have reinforced the idea that the thesis selection process was based on deliberate criteria. We emphasize that the decision to select some theses that showed some connection with the use of technology in educational contexts, even if they did not fall within the specialties specific to the field of TE (as indicated in the manuscript), was based on the recognition that innovative research in the field of education often transcends traditional boundaries. Therefore, we aimed to encompass a broader spectrum of relevant works on the use of technology in educational settings. These adjustments are highlighted in blue in the manuscript, from line 321 to line 332.

Regarding the suggestion to 'present data,' we would like to emphasize that we are willing to provide the research data, as indicated in the manuscript (Data Availability Statement section). In this way, we aim to reinforce our ethical commitment to full transparency and accessibility to the data used in this study.

Comments 3. The paper needs to be revised, focusing on things like passive voice, punctuation, hanging sentences, and some modifiers, among other things. Improving these areas might help with clarity in some sections. I suggest revisiting this paper and reworking it for conciseness.

Thank you for your feedback and valuable suggestions. It's important to note that the manuscript has undergone a professional translation and revision process. We tried to be clearer and more concise, particularly in the conclusions to highlight the main contributions of the manuscript.

In part of the introduction, you need to argue concisely and critically, about a gap to be filled from current research dealing with this area of research. The arguments and discussion of findings should be coherent, balanced and compelling to address the research question. Contribution, Novelty and Implication of the findings also should be more sounded in part of the discussion.
Author Response
We greatly appreciate your thorough review of our paper and the valuable comments and suggestions you provided. Your input has been instrumental in enhancing and clarifying various aspects of our work. We are confident that your contribution has played a pivotal role in improving our research. Please find the detailed responses below.

Comments 1. In part of the introduction, you need to argue concisely and critically, about a gap to be filled from current research dealing with this area of research.

Thank you for your observation. We sought to address this request by introducing a text that highlights the justification for this study (lines 58-71). We hope that this explanation contributes to a better understanding of the importance and relevance of the study we have conducted.

Comments 2. The arguments and discussion of findings should be coherent, balanced and compelling to address the research question. Contribution, Novelty and Implication of the findings also should be more sounded in part of the discussion.

We appreciate your valuable feedback regarding the coherence and balance of the arguments presented in the article's discussion. We revisited Sections 4 and 5 and chose to rephrase the conclusions based on the dimensions of the analysis emphasized in this study. In this revision, we also endeavoured to delve deeper into the contributions, novelty, and implications of the study's results, as we fully acknowledge the importance of these aspects for advancing knowledge. We hope that this reformulation aligns with your expectations. Thank you for your valuable comments.

It is clear you have taken the reviewers' feedback into consideration and have made appropriate revisions.
Author Response
We greatly appreciate your thorough review of our paper and the valuable comments and suggestions you provided. Your input has been instrumental in enhancing and clarifying various aspects of our work. We are confident that your contribution has played a pivotal role in improving our research. We would also like to inform you that we made some adjustments, but they did not alter the essence of the text and may help clarify certain aspects, particularly the study's conclusions. All changes are highlighted in blue.

Comments 1. It is clear you have taken the reviewers' feedback into consideration and have made appropriate revisions.

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Mapping the Landscape of Doctoral Research in Technologies in Education: A 25-Year Analysis in Portuguese Universities

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The abstract needs to be clarified and need rewriting for clarity. It took time to decipher from the abstract the topic under study. I suggest revisiting the entire paper, starting with the abstract and working on a style that makes it clear to present your arguments.

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Mapping Metaverse Research: Identifying Future Research

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Mapping Metaverse Research: Identifying Future Research

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Areas Based on Bibliometric and Topic Modeling Techniques

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by 1, 2 and 3,*

Department of Management and Law, Faculty of Economics, University of Rome Tor Vergata, Via Columbia, 2, 00133 Rome, Italy

Faculty of Sciences of Bizerte, University of Carthage, Zarzouna 7021, Tunisia

School of International Management, Modul University Vienna, 1190 Vienna, Austria

Author to whom correspondence should be addressed.

1. Introduction

The metaverse can be defined as a "perpetual and persistent multiuser environment, merging physical reality with digital virtuality" [ 1] (p. 486). It has its roots in the pioneering works of Morton Heilig, who created a virtual reality machine in the 1960s, and Ivan Sutherland, who described the merge of the physical and digital worlds in his seminal 1965 article entitled "The Ultimate Display" [ 2]. The metaverse is predicted to be the next step in digital advancement, offering the potential to revolutionize the level of digitalization and expand the range of available services beyond traditional online systems [ 3, 4, 5]. Over the past few years, the use of digitalizing services has become a popular trend for improving efficiency across various fields, including entertainment, business, and education [ 6, 7, 8, 9]. The systems and services of the metaverse have been continually enhanced by making use of digital technologies, cloud platforms, and remote data centers to leverage online storage and processing capabilities [ 10, 11]. As service access quality and performance continue to increase their maximum potential, there is a greater emphasis on enhancing the consumer experience. As a result, there is an increasing demand for more interactive and immersive service experiences [ 12]. Service providers are thus striving to enhance their current standards and practices to meet this demand. This satisfies the demand for more immersive digital experiences with emerging technologies, such as virtual reality (VR) [ 13], augmented reality (AR) [ 14, 15, 16], mixed reality (MR) [ 17], and extended reality (XR) [ 18]. In a global setting, the metaverse brings together various promising technologies, creating a simulated environment that users can immerse themselves in as a virtual world [ 19, 20, 21]. Users' digital avatars, which follow the duality principle [ 22], allow them to engage with this virtual environment. Conceptually, avatars are digital representations of their owners, and as such, they are accorded the same rights in the virtual ecosystem that their owners possess in the real world [ 23, 24]. This ensures the validity of all transactions carried out in the virtual ecosystem and eliminates the possibility of any activities taken within it being repudiated. To access the metaverse, a VR headset or AR glasses-with even the most basic features-are required [ 25]. Immersive haptic garments, such as the HoloSuit or Teslasuit, have the capability to elevate immersion to its fullest extent. These bodysuits can track motion, provide haptic feedback, and capture biometrics, taking the immersive experience to the next level.

The metaverse was initially designed to expand the possibilities of social media, but its potential in other sectors, such as commerce, education, government, tourism, military, and healthcare is enormous [ 6, 26, 27, 28]. Remote online access and control systems are often criticized for their lack of an immersive experience, particularly in the case of remote automation systems based on programmable logic controllers (PLCs) or supervisory control and data acquisition (SCADA). Other areas that require innovation include fitting apparel, commercial real estate or architecture perception, 3D visualization in engineering or healthcare education, and the remote control of drones. Although VR and AR technologies have delivered numerous solutions, what has been lacking is a unified platform or environment in which these tools can be combined. The metaverse provides this digital setting, ushering in numerous opportunities.

According to Ferreira et al. [ 29], it is critical for researchers to periodically reflect on the knowledge they have produced and gathered to identify research traditions, trends, and emerging topics in their field. This reflection can inspire contributions and help researchers understand the intellectual structure and knowledge body of their field, including the methods and theories applied and the subjects covered. One technique for understanding the knowledge landscape of a particular scientific field is scientography, which involves the graphic detection of hidden patterns in the field [ 30]. Scientography is similar to cartography and landscape mapping in terms of its use of information visualization to create clear and simple representations of complex data. However, the primary goal of scientography is to track the knowledge structure of a particular academic domain and identify areas of research that are particularly active and promising [ 31]. To achieve this goal, scientography employs a variety of tools and techniques, including high-performance computers, advanced visualization techniques, and the use of digital databases. By combining these tools with the insights of domain experts, scientography can help researchers to better understand the intellectual structure of their field and to identify research hotspots or frontiers that may be ripe for exploration. Ultimately, the aim of scientography is to support the growth and development of scientific knowledge by facilitating the discovery of new and important research questions.

The past few years have witnessed significant growth in the literature pertaining to the metaverse, with several reviews exploring various dimensions of this field. For example, Kye et al. [ 32] categorized the metaverse into four types and explored its potential and limitations as an educational tool, providing examples of AR in medical education and suggesting future tasks for its educational use. Similarly, Tlili et al. [ 33] systematically reviewed the literature on the metaverse in education, analyzing trends and limitations by way of content and bibliometric analysis. The authors identified a research gap in lifelogging applications and a lack of focus on certain types of learning and students with disabilities. Petrigna and Musumeci [ 34] synthesized the literature connecting the metaverse with prevention and treatment, education and training, and research. Their review findings indicate that a limited number of studies have discussed the potential use of the metaverse in these areas; hence, more research is required to devise effective health-promotion programs in the metaverse. Other reviews on the metaverse in the health sector have also been conducted recently [ 35, 36, 37, 38, 39]. From the perspective of the industrial metaverse, Mourtzis et al. [ 40] discussed the implications of blockchain technology for safe and intelligent manufacturing and highlighted its potential for data validity protection, communication organization, and efficiency improvement while overcoming cybersecurity challenges. Pooyandeh et al. [ 41] analyzed cybersecurity in the metaverse in light of various technologies (e.g., AI, blockchain) and highlighted the role of user identification and the need for a cyber-situation management system based on AI algorithms. Baghalzadeh Shishehgarkhaneh et al. [ 42] conducted a bibliometric and systematic literature review to analyze the use of building information modeling, the Internet of Things (IoT), and digital twins in the construction industry. The identified themes from the study include smart contracts, ontology, VR and AR in building information modeling, and digital twins, while the opportunities for future research relate to the relationships among BIM (building information modeling, i.e., the digital representation of physical places), the metaverse, AI, metaheuristic algorithms for optimization in BIM, and the circular economy. In connection to social and ethical considerations, Bojic [ 43] investigated the role of the metaverse in shaping future relations of power and media addiction levels in society. Kshetri [ 44] analyzed the political, national, global, geopolitical, social, ethical, and environmental concerns related to the metaverse. The author argued that the appearance of geopolitical aspects and potential cyberwarfare tactics in the metaverse, which involve stealing biometric data and financial information, could escalate cyber conflicts and lead to tensions between nations. In the context of marketing, Shen et al. [ 45] explored how application design paradigms and consumer behavior are related in virtual commerce through a systematic literature review that identified significant factors in promoting purchase and design elements in the metaverse. Anonymous [ 46] provided a concise overview of global management trends, drawing practical insights from current research and case studies, with a particular focus on the use of the metaverse to enhance customer experiences in the hospitality industry. Finally, articles by Lee and Kwon [ 47] and Lee and Kwon [ 48] explored potential changes in the cosmetic industry, with the former analyzing changes in consumer perception and the latter focusing on the introduction of luxury cosmetic brands using non-fungible tokens (NFTs) in the metaverse world.

Existing systematic review studies on the metaverse have provided valuable insights for researchers, but a bibliometric examination of the field is needed to generate additional insights about the impact of researchers and publications [ 49, 50, 51, 52, 53, 54, 55, 56]. In this context, the authors of this article have utilized a bibliometric network analysis and topic modeling to explore the overall structure of the metaverse knowledge domain and the connection between metaverse-related works. This study makes three significant contributions to existing knowledge. Firstly, this is an examination of the metaverse literature since its inception, which expands the research on VR/AR and immersive digital environments [ 43, 57]. As the concept of the metaverse continues to gain traction in popular culture and technological development, understanding the dynamics and structure of academic papers dealing with this topic contributes to the current body of knowledge on virtual worlds and their potential impacts on society. Secondly, this study of the metaverse literature sheds light on the technological, social, and ethical challenges that need to be addressed as we move toward a more immersive digital future. Finally, by conducting a bibliometric analysis of scholarly, metaverse-related articles, this study expands the field of bibliometric research. The exploration of the connections between different research works and the identification of key authors and journals in the field provides valuable insights for researchers and policymakers interested in the development of the metaverse. More specifically, we answer the following research questions:

How has research on the metaverse evolved since its emergence in academia?

What are the current research themes and knowledge structures in the selected metaverse publications, and what is the relationship among the various concepts studied by scholars?

Who are the most influential authors and studies in the field of the metaverse?

Which scholars and academic institutions have engaged in the most significant levels of collaboration within the metaverse domain?

The structure of this review is as follows. In Section 2, a four-step method for applying bibliometric analysis is described. Section 3 presents the research results, followed by Section 4, which proposes various directions for future research based on the findings of the bibliometric analysis. Lastly, Section 5 discusses the research findings, their implications, and their limitations.

2. Methodology

This bibliometric analysis used a four-step approach [ 58]. First, we specified the search database and keywords. Next, we conducted a preliminary analysis of the data, followed by an analysis of bibliometric networks. Finally, we performed a thematic analysis and conceptual structure analysis. To facilitate these analyses, we used various tools, such as the R software, bibliometrix, ggplot2, rentrez, and wordcloud. We also used VOSviewer, a computer program known for its ability to combine text mining techniques and visualization, allowing for the efficient management of network visualizations.

2.1. Database Selection and Search Keywords Identification

To gather all publications dealing with the metaverse, we used Scopus, a scientific database that contains citations and abstracts of peer-reviewed publications, including journal articles and conference proceedings [ 59]. Scopus is popular with academics for achieving high-quality analyses because of its user-friendly features that make performing bibliometric analyses easier [ 60]. Owned by Elsevier, Scopus is often regarded as the most comprehensive scientific database, surpassing even the Web of Science (WoS) and PubMed. In terms of coverage, Scopus contains 84% of the titles indexed in the WoS, whereas the WoS covers 54% of Scopus titles [ 54]. Scopus' better management of cited works and curated indexing makes it also more reliable than Google Scholar [ 61]. We collected the names of authors, titles of publications, academic journals, article types, abstracts, affiliations of authors, and the identifiers (ID) of all articles. The retrieved data were transferred to a CSV file for ease of subsequent investigation. Following the recommendations of prior studies [ 36, 62, 63], we used the search terms "meta-verse*", "metaverse*", and "meta verse*" in the Scopus title, abstract, and keywords fields to retrieve relevant data. We were able to collect a reasonable volume of articles for human review thanks to this search string, and the risk of generating false positive results owing to irrelevant terms was significantly decreased. Only English-language journal articles and reviews were considered for inclusion to obtain certified and comparable knowledge [ 64]. Although this approach might be viewed as restrictive, it was intentionally designed to maintain a level of scholarly rigor and reliability. On 1 March 2023, we ran the search and found 755 documents. We eliminated 160 articles after reading their titles and abstracts to determine whether they were relevant to our study or not. This process resulted in a final sample of 595 articles that were analyzed in detail.

2.2. Initial Analysis of the Selected Publications

2.3. Social Network Analysis

Social network analysis (SNA), which involves the use of multidisciplinary techniques, such as mathematics, computer science, and statistics, is commonly used to examine complex networks. This approach has rapidly gained popularity as a formal analysis technique that can be used to identify hidden patterns and aid in theory development as well as to identify future research directions [ 54]. In this article, we relied on three important SNA metrics, including network size, density, and diameter [ 68]. In academia, SNA methods have been widely used, with many studies focusing on co-citations [ 69, 70]. According to Li et al. [ 71], the knowledge base and research trends of a specified field can be exposed with the help of co-citation networks, which are composed of two articles concurrently cited in a third article. When comparing the semantic similarities of different articles or authors, co-citation networks are very helpful [ 72]. Changes in a field's prevailing paradigm can be uncovered by looking at the patterns of co-citations over time [ 73]. Moreover, the knowledge structure of a field can be exposed through the analysis of source co-citation networks, as noted by Ji et al. [ 74]. As such, source co-citation networks can be used to visually represent the knowledge patterns that suggest similarities across academic journals, such as methodological approaches and research scope. Collaboration networks are commonly used in bibliometric investigations [ 75] as a useful tool for graphically representing connections between scholars, academic institutions, and countries. These networks can also be used to show co-authorship relationships among researchers, academic organizations, or countries, which can indicate international collaboration [ 72]. According to Zou et al. [ 76], collaborative research efforts can lead to research innovation, high research quality, knowledge diffusion, and other mutual benefits. Additionally, Glänzel and Schubert [ 77] argued that multi-authored articles are more frequently published in impactful journals and receive more citations compared to single-authored articles. Ding [ 78] demonstrates that collaboration between academic institutions can promote research partnerships, ultimately aiding policymaking efforts. Additionally, scholars can use keyword co-occurrence networks to identify the core research content or thematic areas in a specific knowledge domain [ 55]. To further understand how the metaverse field has evolved, researchers can use this powerful data mining approach [ 79]. In a keyword co-occurrence network, each keyword is represented by a node, and the cluster to which it belongs is indicated by the node's color. The node size represents the keyword's occurrence frequency, and the edge's thickness represents the significance of the relationship between the two keywords.

2.4. Thematic and Conceptual Structure Maps

Strategic and thematic maps are based on the centrality and density metrics developed by Callon et al. [ 80]. Researchers can use these maps, which were first presented by Law et al. [ 81], to delve further into topics identified by frequently used keywords. According to Zong [ 82], the process of making these maps drew inspiration from keyword co-occurrence networks and financial portfolio analyses. Thematic maps excel at distinguishing between the centrality and density of studies across many categories. Density denotes the development of a subject, while centrality reflects the breadth of the interconnection between subjects [ 83]. Thematic maps can be created by clustering frequently used keywords, making it possible to derive more objective insights than can be gained by using only the conceptual structure map [ 84]. The use of thematic maps can quickly identify core themes and set the stage for further inquiry across several categories [ 85]. In academic research, these maps have seen extensive usage [ 30, 72].

Conceptual structure maps offer an alternative approach to visualizing knowledge. These maps can be used to break down a scientific field into different research clusters by displaying keywords as points on the map, and the proximity of the points relative to one another indicates the frequency of articles discussing the related concepts. Points that are closer together indicate that more literature has been published on the topic, while points that are farther apart signal that less literature has been published. As pointed out by Cobo et al. [ 86], using these maps makes it easy to spot citation bursts for specific keywords and identify research trends. Through conceptual structure maps, researchers can better comprehend the most popular topics in the metaverse field.

3. Results

3.1. Academic Output, Relevant Journals, and Influential Authors

Figure 2 shows a word cloud of the most influential journals publishing academic articles on the metaverse, where the magnitude of the label matches the number of citations. Foremost among these publications is the Journal of the Association for Information Systems, which boasts an impressive 287 citations, indicative of its pivotal role in disseminating knowledge pertinent to the intersection of metaverse and information systems research. Closely following are ACM Computing Surveys and IEEE Access, with 220 and 253 citations, respectively. These journals are renowned for their contributions to the computing and engineering disciplines and have evidently expanded their scope to encompass the nascent metaverse domain, further demonstrating the multifaceted nature of this field. The Technological Forecasting and Social Change journal, amassing 125 citations, reflects a growing interest in understanding the societal implications and future developments of metaverse technology. Similarly, the International Journal of Information Management, with 176 citations, underscores the importance of managing information within the context of the metaverse, given its complex and rapidly evolving nature. References to the Journal of Educational Evaluation for Health Professions, with 126 citations, reveal the potential of metaverse research in revolutionizing educational practices and assessment methodologies, particularly within health professions. This highlights the transformative capacity of the metaverse in areas beyond entertainment and communication. Lastly, the Journal of Marketing Management and the Electronic Commerce Research journal, accumulating 97 and 96 citations, respectively, exemplify the commercial implications and economic opportunities stemming from the metaverse. These publications showcase a burgeoning interest in leveraging the metaverse to bolster marketing strategies and facilitate novel electronic commerce paradigms.

Bradford's law can be used to evaluate scholarly output, as stated by Kumar and Dora [ 94]. This law originates from the necessity of identifying pertinent journals that release articles related to a subject matter during a certain research period [ 95]. As per the law: [...] if scientific journals are arranged in order of decreasing productivity of articles on a given subject, they may be divided into a nucleus of periodicals more particularly devoted to the subject and several groups or zones containing the same number of articles as the nucleus [ 96] (p. 85).

Figure 3 shows the distribution of academic articles on the metaverse across the first Bradford zone. This central zone, which comprises the top-tier journals, consists mainly of eight academic journals that publish the majority of articles on metaverse research. The figure demonstrates an inverse relationship between the number of journals and the frequency of citations received. It shows that only a few top-tier journals publish the majority of research articles in the metaverse field ( Table 2). This figure can assist researchers in identifying the most productive journals in their area of interest.

Figure 4 highlights the most productive authors in metaverse research, with a focus on the number of publications they have produced. Most of the authors started publishing on the topic in 2022, except for Papagiannidis, who published on the subject as early as 2008 [ 67]. This indicates that the field is a relatively new area of research. This finding aligns with the growing interest in VR and AR technologies, which have led to the development of the metaverse concept. The top three authors in the list, Dusit (Tao) Niyato (Nanyang Technological University), Fei-Yue Wang (Chinese Academy of Sciences), and Zehui Xiong (Singapore University of Technology and Design), have the highest number of publications, with 14, 12, and 12, respectively. Their work has contributed significantly to advancing knowledge on the metaverse. Jiawen Kang (Guangdong University of Technology), Dimitrios Buhalis (Bournemouth University), Chunyan Miao (Nanyang Technological University), Xuemin (Sherman) Shen (University of Waterloo), Yonglin Tian (Chinese Academy of Sciences), Nir Kshetri (University of North Carolina), Zihan Lv (Uppsala Universitet), and Savvas Papagiannidis (Newcastle University) follow the top three, with 8, 6, 6, 6, 6, 5, 5, and 5 publications, respectively. The inclusion of Papagiannidis, who published on the topic in 2008, suggests that the concept of the metaverse has been in existence for some time.

In the current investigation, we used Lotka's law to quantify the relative concentration of metaverse contributors [ 97]. Lotka's law states that, in cases where authors are ranked based on their number of articles, the number of authors publishing n articles should be proportional to 1/2n [ 98]. In simpler terms, Lotka's law proposes a negative correlation between the number of authors and their productivity in terms of publications, meaning that fewer authors tend to produce a greater number of publications, while the majority of authors produce only a few publications [ 99]. Lotka's law was applied to the metaverse literature using the bibliometrix R package, and the resultant distribution is shown in Figure 5. There are no statistically significant differences between the theoretical and empirical distributions, as determined using the Kolmogorov-Smirnov two-sample test at the conventional 0.05 level of significance. In addition, the extended tail in Figure 5, representing authors who have published only one article, indicates that most scholars might have explored the metaverse as a peripheral research topic [ 31].

3.2. Network Analysis

3.2.1. Collaboration Networks

The authors' collaborative network in the metaverse field is shown in Figure 6, which has a size of 30, a density of 0.809, and a diameter of 1. The network data suggests that cooperation among authors is not very strong. This figure illustrates a small number of tightly connected scholarly communities that are identified by their distinct colors. Overall, the network is fragmented, indicating the research community in the metaverse field is not well integrated yet. Instead, it is characterized by pockets of collaboration, with limited cross-pollination and information exchange between these clusters. The low density of the network suggests that there are numerous potential connections between researchers that remain unexplored, leaving room for further collaboration and interdisciplinary research. However, the fragmentation of the network signals a lack of cohesion and may hinder the rapid development and dissemination of knowledge within the metaverse field. To foster a more connected and collaborative research environment, scholars in the metaverse domain should explore opportunities for interdisciplinary partnerships, and research institutions and funding agencies should support initiatives that encourage collaboration across different communities.

Additionally, Figure 7 illustrates the collaborative network among institutions in the metaverse field, which has a size, density, and diameter of 30, 0.908, and 2, respectively. In contrast to the authors' collaboration network, the institutional collaboration network appears more cohesive and interconnected, suggesting that institutions are actively forming partnerships and sharing resources to advance research in the metaverse field. The strong collaboration among institutions highlights the importance of fostering connections not only between individual authors but also between academic institutions. Such collaboration can facilitate the sharing of resources, expertise, and funding and ultimately accelerate the progress and development of the metaverse field.

3.2.2. Keywords and Keyword Co-Occurrence Analysis

Keywords are crucial in understanding the core themes, trends, and focus areas within a particular research field [ 31]. They provide a glimpse into the most discussed topics, allowing researchers to identify prevalent issues and key concepts in the literature. By examining the frequency of specific terms in the abstracts of selected articles, we can obtain valuable insights into the current state of metaverse research and its future directions. The word cloud generated from the abstracts of selected articles in the metaverse field is depicted in Figure 8, revealing several dominant terms and concepts. For example, the high frequency of the keyword "virtual" highlights the strong emphasis on the virtual nature of the metaverse and its ability to create immersive digital environments [ 100]. This is further reinforced by the presence of the keyword "VR" (virtual reality), suggesting that VR technologies play a critical role in the development and exploration of metaverse environments [ 26, 101, 102].

Figure 9 depicts the growth dynamics of keywords in the metaverse field, using the keywords field of all selected articles. The appearance of certain keywords with sudden bursts indicates emerging trends and priorities in metaverse research, as noted by Neff and Corley [ 103]. Examples of such keywords include VR, AR, XR, and blockchain. These keywords can also signify potential areas of interest or hotspots in metaverse research, as the body of knowledge in a particular academic field can be thought of as a series of ideas that emerge, gain prominence for a time, and eventually diminish [ 104].

This article generated a network of keywords that co-occur in the metaverse field, with a size, density, and diameter of 60, 0.224, and 2, respectively. Figure 10 depicts the generation of four distinct clusters by selecting the top 60 most commonly occurring keywords. It is apparent from the network that the red cluster is the most significant, as it contains the highest number of keywords. This cluster focuses on the intersection of immersive technologies, education, and the implications of the metaverse on the human experience [ 3, 6, 105]. This multifaceted concentration encompasses various dimensions, including the development and deployment of VR, AR, and MR technologies as well as the rise of XR as a unified framework [ 106, 107]. The significance of virtual words and avatar-based platforms demonstrates the growing importance of creating and maintaining digital environments that foster collaboration and communication. According to several scholars [ 25, 108, 109], these digital spaces have gained prominence in response to the COVID-19 pandemic, necessitating new approaches to remote work [ 110], education [ 6, 111, 112, 113, 114, 115], and social interaction [ 116]. Consequently, e-learning and technology-enhanced education [ 117] have emerged as critical areas of investigation, with a particular emphasis on gamification and the utilization of emerging technologies, such as deep learning and the fourth industrial revolution (4IR) paradigm [ 118]. For example, Hwang and Chien [ 119] argued that the metaverse contributes to education by offering diverse educational models and frameworks, enhancing learning performances and perceptions and providing innovative assessment approaches. It enables the development of metaverse-based environments for different educational purposes, expanding learners' opportunities and allowing them to participate in high-cost or high-risk programs. Moreover, the metaverse facilitates more accurate evaluations of learners' competencies and enables assessments that may be risky or impractical in the real world. The metaverse can also benefit students in learner-centered education and may help narrow the gender gap in the technology sector [ 120]. Furthermore, the findings of the cluster highlight the criticality of examining ethical, mental health, and sustainability aspects of the metaverse [ 121]. These considerations are particularly relevant in the context of human-computer interaction (HCI), embodiment, and consumer behavior [ 122]. The network also underscores the role of the metaverse in contemporary marketing, customer experience, and communication strategies, with a focus on eliciting emotions and shaping user experience [ 123].

An analysis of the second cluster (blue) unveils a core concentration on the convergence of decentralized technologies, digital assets, and novel paradigms for education and governance. This confluence of themes accentuates the transformative potential of the metaverse and its capacity to reshape existing societal and technological systems [ 124]. Foremost among the cluster's keywords are blockchain, NFTs (non-fungible tokens), and cryptocurrency, which collectively epitomize the growing significance of decentralized digital assets within the metaverse ecosystem [ 110, 125, 126]. These technologies enable the secure and transparent exchange of value, fostering novel economic systems and empowering users with a greater control over their digital assets. Complementing this focus on decentralization are the concepts of Web3, privacy, and parallel intelligence [ 127, 128, 129]. As a decentralized iteration of the internet, Web3 emphasizes the importance of user autonomy and data privacy [ 130, 131], thereby addressing concerns regarding centralization and surveillance. Concurrently, parallel intelligence has emerged as a crucial area of inquiry, encapsulating the intersection of AI and blockchain technology and fostering innovative and collaborative problem-solving approaches [ 129]. In addition, the cluster emphasizes the increasing relevance of cyber-physical-social systems (CPSSs) and decentralized autonomous organizations (DAOs) within the metaverse [ 127, 132]. Han et al. [ 127] noted that CPSSs can integrate digital and physical spaces and support synergistic interactions between human and technological agents. Wang [ 129] argued that DOAs represent a novel paradigm for governance that leverages smart contracts and consensus mechanisms to facilitate decentralized decision making and resource allocation. Finally, the inclusion of EdTech in the cluster alludes to the transformative potential of the metaverse for educational practices. By incorporating decentralized technologies and digital assets, new educational models and platforms can be developed, thereby promoting accessible, personalized, and equitable learning experiences [ 133].

The third cluster (green) focuses on the integration of advanced technologies, digital infrastructure, and their applications within various domains, such as healthcare and cybersecurity. The synthesis of the cluster accentuates the multidisciplinary nature of metaverse research and its capacity to influence a wide array of industries [ 110]. Central to the cluster are the keywords "AI" and "Machine Learning," which reflect the importance of intelligent systems and their potential to augment human capabilities within the metaverse [ 134, 135]. These technologies have the potential to facilitate the creation of personalized experiences, enhance decision-making processes, and enable more efficient interactions between users and the digital environment. Scholars in this cluster also stress the role of digital twins and the IoT in shaping the metaverse landscape [ 136, 137, 138]. For example, Lv et al. [ 137] stated that digital twins provide a virtual representation of physical assets or processes, allowing for real-time monitoring, simulation, and optimization. In conjunction with IoT, these technologies enable the seamless integration of the physical and digital realms, paving the way for a more interconnected and data-driven metaverse ecosystem [ 136]. Similarly, the inclusion of 6G and BIM indicates the promising potential of cutting-edge digital infrastructure and its applications within the metaverse. The advent of 6G technology is expected to provide ultra-fast, low-latency connectivity, enhancing the overall user experience and enabling new use cases within the metaverse [ 139]. On the other hand, BIM focuses on the digital representation and management of built environments, which highlights the ability of the metaverse to revolutionize the architecture, engineering, and construction sectors. Within the third cluster, healthcare and cybersecurity emerge as crucial domains of scholarly interest. For instance, Chengoden et al. [ 11] noted that the metaverse has the potential to transform healthcare practices by providing immersive and personalized patient experiences, remote diagnostics, and telemedicine. Wang et al. [ 140] explored the integration of metaverse healthcare and suggested that the use of a metaverse platform can have significant impacts on clinical practice and human health, allowing for the development, evaluation, regulation, and refinement of AI-enabled medical practices, particularly in medical imaging-guided diagnosis and therapy. Mohamed et al. [ 141] synthesized the existing literature on the applications of the metaverse in e-healthcare and highlighted their role in reducing inequalities and delivering fair healthcare services. Similarly, Kim and Kim [ 142] investigated the applications of metaverse-based therapeutics in urology and underscored their potential to reduce healthcare costs, improve medical outcomes, and increase patient satisfaction. Ali et al. [ 143] argued that the metaverse can improve healthcare facilities and provide faster as well as more efficient and secure services with realistic experiences when AI and blockchain technologies are integrated. However, Chow et al. [ 144] posited that the increasing reliance on digital technologies raises concerns about data privacy and security, necessitating robust cybersecurity measures to ensure the protection of users and their information. Overall, the analysis of the third cluster highlights the potential for the metaverse to revolutionize various sectors while emphasizing the importance of a secure, interconnected, and intelligent digital ecosystem.

An examination of the fourth cluster (purple) reveals a primary focus on the nexus of immersive experiences, retail, and customer engagement within the metaverse field. This thematic concentration highlights the metaverse's revolutionary potential to shape new approaches to customer interaction, marketing, and service delivery in the retail sector [ 145]. At the core of this cluster are the notions of virtual and immersive experiences, which underlines the importance of designing digitally rendered environments that support user interaction and engagement [ 146]. According to Bourlakis et al. [ 27], these immersive experiences are enabled through advanced visualization techniques and algorithms, which work in concert to produce realistic, captivating, and interactive retail spaces within the metaverse. The cluster's emphasis on the commerce-driven aspects of the metaverse is shown by the prominence of retail and shopping as major keywords. The seamless integration of virtual retail spaces into the metaverse landscape offers novel opportunities for businesses to engage with customers and promote their products or services [ 110]. This innovative approach to retailing not only enhances the shopping experience but also fosters customer loyalty and satisfaction. Moreover, the keywords "customers" and "engagement" foreground the significance of understanding and catering to consumer preferences and behaviors within the metaverse [ 110]. By leveraging the immersive nature of virtual spaces, businesses can create personalized experiences that resonate with their target audiences and foster meaningful connections [ 147]. This focus on customer engagement also emphasizes the potential of the metaverse to cultivate enduring relationships between brands and consumers, transcending traditional barriers of physical space and distance. In summary, the final cluster accentuates the interplay of immersive experiences, retail, and customer engagement within metaverse research. This analysis highlights the promising capacity of the metaverse to reshape the retail industry and provide innovative, personalized experiences for consumers. By embracing the potential of this digital landscape, companies can forge deeper connections with their audiences and unlock new opportunities for growth and success.

3.3. Topic Modeling

Topic modeling is an indispensable tool in the field of text mining and natural language processing since it facilitates the discovery of hidden semantic structures within vast collections of documents [ 148]. By automatically identifying and categorizing underlying themes, topic modeling enables researchers to glean insights from large textual datasets, making it an essential technique for understanding and organizing the vast amounts of information available in the digital age [ 149]. Conceptually, topic modeling is a probabilistic, unsupervised machine learning technique used to discover abstract topics within a corpus of text documents. Through the analysis of the distribution of words and their co-occurrences, topic modeling algorithms can infer latent themes and group related documents accordingly. This powerful method has been applied to the investigation of a diverse array of fields, such as world trade, Industry 4.0, and public discourse during the COVID-19 pandemic, for purposes ranging from sentiment analysis to the identification of emerging trends [ 150, 151, 152]. In this study, latent Dirichlet allocation (LDA) has been chosen as the topic modeling technique for analyzing the abstracts of selected publications. LDA is a generative probabilistic model that assumes documents are composed of a mixture of topics, with each topic representing a distribution of words [ 153]. LDA operates on the premise that each document consists of a blend of several topics and aims to uncover these by examining word patterns and co-occurrences [ 154]. This approach allows for the systematic examination of large amounts of literature, offering a robust methodology for topic detection [ 155, 156].

The initial steps of the analysis involved text preprocessing, removing irrelevant elements, and breaking down phrases into individual words using the Python library Gensim. We constructed an effective lexicon, which is crucial for deciphering themes from the texts. Subsequently, we used the Mallet toolset to construct the LDA model and determined the optimal number of topics using the topic coherence score [ 157]. This process revealed that a model with five topics provides the best balance for analysis (see Figure 11).

The LDA model was used to identify how frequently the five topics were discussed in the selected articles. We quantified this using the semantic coherence approach and graphical tools, such as PyLDAvis and Matplotlib, for visual representation and analysis (see Table 3).

As shown in Figure 12, the LDA approach uncovered five major topics in the metaverse literature. The first topic covers the concept of the metaverse and its related technologies, including VR, blockchain, and AR. Additional keywords related to this topic include "digital", "sensing", and "application". This suggests that the first topic is focused on the technical and conceptual aspects of the metaverse and its potential applications and development.

The second topic revolves around the potential applications of the metaverse in education and learning. One salient aspect of this topic is the development of immersive learning environments, which harness the power of VR and AR technologies to create interactive 3D spaces [ 6]. These environments have the potential to enhance students' engagement, motivation, and overall learning outcomes by providing them with authentic, hands-on experiences that are unattainable within the confines of a traditional classroom [ 158]. According to Zhong et al. [ 115], the introduction of the metaverse into education will lead to a future of more intelligent, digitalized, and virtualized learning owing to its dynamic intelligence, comprehensive perception, and integration of virtual and real elements. Kaddoura and Husseiny [ 113] noted that virtual words offer new instructional approaches that foster active participation and visual imagery in the learning process. With its scalability and its interactive elements, the metaverse enables the implementation of teaching methods such as inverted classes and collaborative learning, promotes flexibility, and fosters positive classroom dynamics. Moreover, the metaverse can promote collaborative learning opportunities, enabling learners from diverse geographical locations to interact with one another in real-time [ 33]. This interconnectedness not only broadens students' cultural horizons but also fosters the development of essential soft skills, such as communication, teamwork, and problem-solving [ 159]. The metaverse also offers the prospect of personalized learning pathways and allows educators to tailor instructional materials and activities to meet the unique needs of individual learners [ 6].

The third topic focuses on the role of the metaverse in healthcare and its impact on human wellbeing. More specifically, the metaverse can be used to support telemedicine applications and remote patient care [ 26]. Through the creation of immersive, interactive, and collaborative environments, healthcare professionals can virtually assess, diagnose, and treat patients from a distance, thereby surmounting geographical barriers and enhancing access to quality healthcare services for individuals in remote or underserved regions [ 11]. According to Bansal et al. [ 26], the metaverse holds considerable promise in the realm of medical education and training. Medical professionals can leverage the power of VR and AR technologies to partake in realistic simulations that replicate various clinical scenarios and foster the development of essential skills and competencies in a safe and controlled environment. As a result, this experiential learning approach can expedite the process of knowledge acquisition and skill development, eventually leading to improved patient outcomes.

The fifth topic pertains to the exploration of the metaverse's applications in the tourism and hospitality industries. The development of virtual tourism through the metaverse facilitates users' exploration of and engagement with authentic, 3D representations of destinations and attractions [ 162]. This innovative approach enables travelers to preview and meticulously plan their trips and offers an accessible and environmentally sustainable alternative for individuals constrained by mobility and financial limitations [ 163]. Moreover, the metaverse presents unique opportunities for the preservation and promotion of cultural heritage [ 100]. By digitally archiving and reconstructing historical sites, artifacts, and intangible cultural expressions, the metaverse fosters a more profound understanding and application of diverse cultures, thus facilitating cross-cultural exchange and empathy [ 164]. Within the hospitality sector, the metaverse holds considerable promise for enhancing customer service and personalizing guest experiences [ 162]. Hotels and resorts can incorporate AI-powered chatbots and virtual concierge services to provide real-time assistance and bespoke recommendations to guests, which can ultimately improve satisfaction and engender loyalty. Moreover, the metaverse enables hospitality businesses to offer virtual previews and walkthroughs of their accommodations, empowering prospective guests to make more informed decisions and manage their expectations [ 165].

3.4. Conceptual Structure and Thematic Maps

In bibliometrics, a conceptual structure map serves as a visual representation of the intellectual landscape of a specific research area [ 68]. This map elucidates the underlying structure, relationships, and thematic patterns among various keywords and concepts, thereby facilitating a deeper understanding of the field's evolution, current state, and potential future trajectories. To generate this conceptual structure map, bibliometric data is extracted from the selected journal articles. Employing advanced text mining techniques and clustering algorithms, the extracted data is analyzed to identify salient keywords and concepts [ 68]. Subsequently, these identified elements are grouped into coherent clusters based on their interrelationships and co-occurrence patterns. According to Figure 13, three distinct clusters reveal the primary themes and intersections within the field. The red cluster, which represents the most important theme, encompasses keywords related to the core technologies and concepts underpinning the metaverse, such as VR, AR, MR, XR, digital twin, and immersive experiences. This cluster highlights the fundamental technological building blocks that enable the creation of immersive, interactive virtual worlds and avatars as well as the convergence of these technologies in the metaverse. The blue cluster encompasses keywords associated with the enabling technologies and contextual factors that shape the metaverse's development and adoption, including AI, IoT, blockchain, Web3, NFT, and COVID-19. This cluster signifies the increasing integration of advanced technologies to enhance the capabilities and functionalities of the metaverse as well as the role of contextual factors, such as the COVID-19 pandemic, in accelerating the shift toward digital and virtual experiences. Finally, the purple cluster contains keywords related to practical applications of the metaverse, particularly in the context of visualization and virtual retail. This cluster underscores the burgeoning interest in harnessing the metaverse to revolutionize various industries, including tourism, hospitality, and retail, by offering immersive and personalized experiences for consumers.

A thematic map is a visual representation of the intellectual structure and evolution of a specific field, capturing the interrelations and dynamics among various themes and concepts [ 30]. The size of the bubbles in the map is indicative of the prevalence and importance of the corresponding themes, while the color represents the distinct clusters that are formed based on their thematic similarity. The thematic map is divided into four quadrants, each representing a distinct category of themes (see Figure 14). The niche themes quadrant encompasses specialized yet less prevalent research areas. In the case of metaverse research, this quadrant contains two bubbles: one representing "computational modeling" and "data models", highlighting the importance of data-driven approaches in the development and analysis of the metaverse, and a second bubble comprising "parallel intelligence", "CPSSs", "DAOs", and "industrial metaverse", emphasizing the integration of advanced technologies and systems to enhance the metaverse's capabilities in industrial applications. The motor themes quadrant represents well-established and influential research areas that drive the field's progress. In the metaverse research thematic map, this quadrant contains a single bubble that includes keywords such as "virtual", "retail", "visualization", "immersive", and "bibliometric". This signifies a focus on practical applications of the metaverse and the importance of bibliometric analysis in understanding the field's intellectual structure. The basic themes quadrant encompasses fundamental and core research areas that form the foundation of the field. The first bubble in this case includes keywords such as "virtual worlds", "avatar", "second life", "immersion", and "education". These keywords highlight the historical development of virtual environments and their applications in education. The second bubble, comprising "metaverse", "VR", "AR", "XR", and "blockchain", underscores the key technologies that underpin the metaverse and enable the convergence of immersive experiences. Lastly, the emerging or declining themes quadrant captures research areas that are either gaining momentum or losing relevance over time. This quadrant contains a single bubble with keywords such as "technology", "platform", "Meta", "Facebook", and "governance". This cluster highlights the growing influence of technology companies, such as Facebook (now Meta), in shaping the metaverse's development and the importance of addressing governance issues related to privacy, security, and ethical concerns.

4. Future Research Directions

Drawing from the results of the keyword co-occurrence network and topic modelling, this review puts forth several directions for future research:

In light of the burgeoning interest in the metaverse and its associated technologies, there are numerous avenues for future research that warrant exploration. One such direction could involve a comprehensive examination of the convergence of VR, AR, and blockchain technologies within the metaverse framework [ 14]. Investigating the synergistic potential of these technologies, while also accounting for their ethical implications and societal impact, would make a significant contribution to the scholarly discourse surrounding the metaverse [ 133]. Moreover, scholars need to focus on the development and refinement of digital sensing technologies that underpin the immersive experiences within the metaverse [ 128]. These advancements, in turn, hold the potential to revolutionize the way users interact with digital environments and other users. As a result, delving into the optimization of these sensing technologies and their integration with the metaverse's infrastructure can provide valuable insights into the creation of more seamless and intuitive virtual experiences. As the metaverse becomes increasingly ubiquitous, it is crucial to examine the dynamics of power, control, and ownership within this digital realm [ 107]. A critical evaluation of the role of blockchain technology in ensuring decentralization, user autonomy, and data privacy could help illuminate the potential for more equitable governance structures in the metaverse. This line of research might also delve into the regulatory frameworks necessary to mitigate potential misuse and safeguard users' rights in the rapidly evolving metaverse landscape [ 166]. In sum, we suggest the following research questions:

Related to the potential applications of the metaverse in education and learning, future research could involve the systematic evaluation of the efficacy of immersive learning environments, which leverage VR and AR technologies to engender interactive 3D spaces [ 6]. By examining the impact of these environments on student engagement, motivation, and learning outcomes, researchers can elucidate the advantages and limitations of integrating the metaverse into diverse educational settings. In addition, scholars might investigate the dynamics of virtual interaction among learners hailing from disparate geographical locations, paying particular attention to how these interactions cultivate essential soft skills. 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]. Furthermore, future research might address the challenges and barriers to the widespread adoption of the metaverse in education. Investigating factors such as technological infrastructure, digital literacy, and accessibility can shed light on the disparities that may emerge in a metaverse-enabled learning landscape. The emerging research questions are as follows:

The significance of the metaverse in healthcare and its potential impact on human well-being has been highlighted repeatedly in the academic literature. To advance research in this direction, researchers need to assess how the metaverse can overcome geographical barriers, improve access to quality healthcare services, and address the needs of individuals in remote or underserved regions [ 26]. Another research direction pertains to the development and evaluation of medical education and training within the metaverse. Future studies could also explore how a metaverse-enabled experiential learning approach can accelerate knowledge acquisition and skill development, ultimately contributing to improved patient outcomes [ 11]. Furthermore, researchers could explore how virtual therapeutic interventions may effectively treat mental health conditions, such as anxiety, depression, or post-traumatic stress disorder [ 35]. They can leverage the immersive and interactive nature of virtual environments in the metaverse to develop innovative interventions that promote relaxation, mindfulness, and overall wellbeing. Finally, investigations into issues such as data privacy, security, and informed consent can help inform the development of robust regulatory frameworks that protect patients' rights and ensure the responsible use of metaverse technologies in healthcare [ 26]. The following questions need to be answered:

m.

What is the impact of the metaverse on healthcare?

n.

How can the metaverse foster medical education and training?

o.

Can the metaverse be applied in therapeutic interventions related to mental health conditions (including wellbeing in general)?

p.

What regulatory frameworks are needed to protect patients' rights in the metaverse?

An important area of investigation involves the exploration of the metaverse as a platform for studying consumer behavior within immersive, interactive environments [ 161]. Researchers could develop and evaluate methodologies for replicating realistic marketplaces and consumer scenarios, aiming to extract valuable insights into consumer preferences, decision-making processes, and emotional responses. These findings can ultimately inform the development of more effective marketing and advertising strategies that cater to the evolving needs and expectations of consumers. Moreover, future research might address the role of the metaverse in capturing granular, real-time data on consumer interactions, movements, and transactions. Scholars could investigate the challenges and opportunities associated with harnessing rich, contextualized datasets generated within the metaverse as well as the ethical implications surrounding data privacy and informed consent [ 169]. This line of inquiry can contribute to the development of best practices for data management and analysis within the metaverse. The integration of AI and ML algorithms in the metaverse context presents a further domain for exploration [ 161]. Researchers might investigate the effectiveness of these algorithms in analyzing the wealth of data generated within the metaverse, with a particular focus on identifying emerging trends, detecting patterns, and predicting future consumer behavior. Studies that assess the accuracy and precision of these algorithms as well as their potential biases and limitations can contribute to the refinement of data-driven decision-making in the realms of marketing and business intelligence [ 124]. We postulate the following research questions:

Potential applications of the metaverse encompassing fields such as tourism, gaming, movies, and also metaverse creation tools, such as Unity, reveal several intriguing avenues for research. In the realm of gaming and movies, for instance, there exists a valuable opportunity to utilize popular digital media as portals to immersive travel experiences. Gaming landscapes could serve as innovative, interactive travel guides, while movies may offer virtual tours of locations in a more accessible and environmentally friendly manner, especially for people with mobility or financial limitations [ 169]. Meanwhile, metaverse creation tools such as Unity could be pivotal in digitally archiving and reconstructing historical sites, artifacts, and intangible cultural expressions. These technologies could stimulate a deeper understanding of diverse cultures, fostering cross-cultural exchange and empathy and, ultimately, enriching global tourism [ 122]. Within the hospitality sector, the metaverse is poised to revolutionize customer service and personalize guest experiences. By incorporating elements of gaming and a cinematic narrative into guest interactions, the industry could engage customers in an entirely new way. Moreover, AI-powered chatbots and virtual concierge services, potentially developed using tools such as Unity, could provide real-time assistance and tailored recommendations to guests.

Further study of the impact of these technologies on guest satisfaction and loyalty is warranted. This research can elucidate how the metaverse can reshape the hospitality industry, leading to improved customer experiences. The following questions, encompassing these broader areas of the metaverse, need to be addressed:

5. Conclusions, Implications, and Limitations

The purpose of this study was to analyze the current state of metaverse research using bibliometric and topic modeling techniques. In contrast to subjective methods, bibliometric analysis can provide an objective view of a scientific domain, as it avoids biases resulting from a selective choice of evidence [ 31]. The analysis included 595 metaverse-related journal articles published by 1900 scholars. This study is the first of its kind to investigate the bibliometric profile of metaverse research. The results reveal the major trends, prolific authors, and most active journals in the metaverse knowledge field. The findings indicate that the evolution of metaverse research has seen a distinct pattern of exponential growth since 2020, with a significant surge in publications in the last two years. The burgeoning fascination with the metaverse can be attributed to various factors, including technological breakthroughs, the proliferation of virtual economies, and the impact of the COVID-19 pandemic. In terms of journal influence, the metaverse field is still relatively new and rapidly evolving, with a small number of top-tier journals publishing the majority of academic articles. This highlights the need for more research and scholarship in this emerging field to expand the knowledge base and further advance the metaverse. The examination of the most productive authors in the literature suggests that the majority of them began publishing on this topic in 2022. The implementation of Lotka's law demonstrates that only a few authors produce the majority of articles, while many others only publish a few articles. The authors' collaborative network displays a lack of research cooperation, which may hinder the rapid dissemination and advancement of knowledge, while the institutional collaboration network exhibits more coherence and interconnectivity, underscoring the importance of promoting relationships between academic institutions to accelerate progress in the metaverse field.

In this research, a comprehensive keyword co-occurrence analysis was performed to discern distinct areas of interest within the rapidly evolving field of the metaverse. The analysis yielded four significant clusters of keywords, each revealing a unique facet of metaverse-related interests. The first cluster underscores the importance of immersive technologies, education, and the impact of the metaverse on the human experience. Within this cluster, virtual worlds, e-learning, and ethical, mental health, and sustainability considerations emerged as critical aspects that require further examination and understanding. The second cluster concentrates on the amalgamation of decentralized technologies, digital assets, and innovative approaches to education and governance. Keywords such as blockchain, artificial intelligence, and cryptocurrency signify the metaverse's potential to radically transform societal and technological systems. The third cluster accentuates the incorporation of advanced technologies and digital infrastructure across various domains, including healthcare and cybersecurity. The network pinpoints intelligent systems, digital twins, and the IoT as potential tools for creating personalized experiences and facilitating user interactions within the digital environment. Finally, the fourth cluster highlights the convergence of immersive experiences, retail, and customer engagement. The network emphasizes the metaverse's capacity to revolutionize the retail industry by offering unique, personalized experiences to customers. In addition to the findings from the keyword co-occurrence analysis, the application of topic modeling uncovered the metaverse's promising potential in tourism and hospitality. This discovery further underscores the versatility and far-reaching implications of the metaverse across various sectors.

The theoretical implications of this study extend beyond the mere identification of trends and prolific contributors within the metaverse research domain. By revealing several distinct thematic clusters through keyword co-occurrence and topic modeling, the study accentuates the multidisciplinary and far-reaching impacts of the metaverse across various sectors. The unveiled clusters not only emphasize the potential for transformative applications but also underscore the necessity to scrutinize ethical, mental health, and sustainability concerns within this rapidly evolving field. Furthermore, the identification of research collaboration patterns, or a lack thereof, suggests that fostering interdisciplinary and cross-institutional cooperation may be crucial for expediting knowledge dissemination and advancement in the metaverse domain. This study's findings serve as a foundation for future investigations and theoretical developments, ultimately promoting a more comprehensive and nuanced understanding of the metaverse's potential to reshape society and technological systems at large.

From a practical perspective, this study's findings hold great significance for different stakeholders involved in developing and implementing metaverse technologies. This research identified distinct thematic clusters that offer valuable insights for industries looking to utilize the potential of the metaverse to revolutionize various sectors, such as education, governance, healthcare, retail, tourism, and hospitality. These insights could guide strategic decision making and help direct resources and investments toward areas with the highest potential impact. In addition, fostering interdisciplinary and cross-institutional partnerships was highlighted as important by the identification of collaboration patterns. By creating a collaborative ecosystem, the sharing of knowledge, resources, and expertise can be expedited, leading to innovation and ensuring the sustainable growth of the metaverse field. Finally, there is a need for practitioners, policymakers, and researchers to prioritize the responsible and equitable development of the metaverse, of which this review's focus on ethical, mental health, and sustainability considerations serves as a critical reminder. By proactively addressing these concerns, stakeholders can mitigate potential negative consequences, paving the way for a metaverse that benefits society at large and preserves users' wellbeing. This awareness will foster the creation of frameworks and guidelines that ensure the metaverse's growth aligns with ethical standards and promotes a sustainable, inclusive digital environment for all.

Despite the insightful findings, this study has a few limitations. Firstly, the exclusive reliance on Scopus as the source of data may lead to selection bias, as it does not encompass all published literature in the metaverse domain. Expanding the data sources to include other databases could provide a more comprehensive view of the field. This especially pertains to literature that targets practitioners, white papers, reports, and other non-academic publications as well as clusters of research that focus on specific aspects of the field, such as journals investigating the use of visualization and graphics in the metaverse, to give just one example. Additionally, future research could explore the design elements of the metaverse, such as the use of gaming or gamification as well as the tools that are used to create applications. Secondly, the selection of 595 articles may not be fully representative of the entire body of metaverse research, and a larger sample might yield more nuanced insights. Finally, while bibliometric analysis and topic modeling have their merits, these methodological approaches may not capture the depth and complexity of this emerging field adequately. In this regard, qualitative studies that incorporate expert opinions will help to enrich our understanding of the metaverse's evolving landscape and the complexity of this research area.

AMA Style

Rejeb A, Rejeb K, Treiblmaier H. Mapping Metaverse Research: Identifying Future Research Areas Based on Bibliometric and Topic Modeling Techniques. Information. 2023; 14(7):356. https://doi.org/10.3390/info14070356

Chicago/Turabian Style

Rejeb, Abderahman, Karim Rejeb, and Horst Treiblmaier. 2023. "Mapping Metaverse Research: Identifying Future Research Areas Based on Bibliometric and Topic Modeling Techniques" Information 14, no. 7: 356. https://doi.org/10.3390/info14070356

# data[].attributes.attachment_link.title
Mapping Metaverse Research: Identifying Future Research Areas Based on Bibliometric and Topic Modeling Techniques

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The metaverse represents an immersive digital environment that has garnered significant attention as a result of its potential to revolutionize various industry sectors and its profound societal impact. While academic interest in the metaverse has surged, a dearth of comprehensive review articles employing bibliometric techniques remains.

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The rising trend of Metaverse in education: challenges, opportunities, and ethical considerations

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The rising trend of Metaverse in education: challenges, opportunities, and ethical considerations

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1 Department of Computing and Applied Technology, Zayed University, Zayed City, Abu Dhabi, United Arab Emirates

2 Lebanese International University, Beirut, Lebanon

DOI

10.7717/peerj-cs.1252

Academic Editor

Siddhartha Bhattacharyya

Subject Areas

Human-Computer Interaction, Computer Education, Network Science and Online Social Networks, Social Computing, Internet of Things

Keywords

Metaverse, Education, Human computer interaction, Challenges, Virtual reality, Augmented reality, Mixed reality

Copyright

© 2023 Kaddoura and Al Husseiny

Licence

This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, reproduction and adaptation in any medium and for any purpose provided that it is properly attributed. For attribution, the original author(s), title, publication source (PeerJ Computer Science) and either DOI or URL of the article must be cited.

Cite this article

Kaddoura S, Al Husseiny F. 2023. The rising trend of Metaverse in education: challenges, opportunities, and ethical considerations. PeerJ Computer Science 9 :e1252 https://doi.org/10.7717/peerj-cs.1252

Abstract

Metaverse is invading the educational sector and will change human-computer interaction techniques. Prominent technology executives are developing novel ways to turn the Metaverse into a learning environment, considering the rapid growth of technology. Since the COVID-19 outbreak, people have grown accustomed to teleworking, telemedicine, and numerous other forms of distance interaction. Recently, the Metaverse has been the focus of many educators. With Facebook's statement that it was rebranding and promoting itself as Meta, this field saw a surge in interest in the areas of computer science and education. There is a literature gap in studying the Metaverse's role in education. This article is a systematic review following the PRISMA framework that reviews the role of the Metaverse in education to shrink the literature gap. It presents various educational uses to aid future research in this field. Additionally, it demonstrates how enabling technologies like extended reality (XR) and the internet of everything (IoE) will significantly impact educational services in the Metaverses of the future of teaching and learning. The article also outlines key challenges, ethical issues, and potential threats to using the Metaverse for education to offer a road map for future research that will investigate how the Metaverse will improve learning and teaching experiences.

Introduction

Maslow was a pioneer of modern and contemporary perspectives on domain-specific requirements, although he paid less attention to reproductive urges, which were among the fundamental physiological needs. Modern advancements, however, have recommended various changes to his pyramid ( Rasskazova, Ivanova & Sheldon, 2016). When we come to the digital age, Wi-Fi has replaced one of the lowest sub-stratal demands in the modern age, significantly impacting all five hierarchy divisions ( Logan & Everall, 2019).

Wi-Fi can help "self-actualize" and reframe digital technology's improvements so they can tap into their incredible potential. Even after most of one's basic wants are met, one could still feel new resentment and impatience until the person acts in a way that is appropriate for him ( Stosny, 2016). The digital technology wave that swept all age groups made individuals dependent on internet usage including gadgets such as cell phones, iPads, laptops, and iPods. This led to the inclusion of the internet as one of the physiological requirements of the hierarchy of needs.

Through social networking sites like Facebook, WhatsApp, and Twitter. These demands in the digital age can now be referred to as "Love, Like, Share, and Retweet Needs" ( Bilski, 2018).

The original pyramid's inversion is one of the key differences between the new generation's adaptations ( Medeni et al., 2020) and interpretations. The world was completely different when psychologist Abraham Maslow's "hierarchy of needs" concept was initially published in 1943. In 2019, the world stepped on the verge of the Fourth Industrial Revolution, another significant paradigm change. This revolution resulted in a new paradigm shift for emerging digital needs.

According to recent research based on a global poll of over 43,000 people from 24 countries, which examined what it takes for an individual to succeed in today's tech-driven world, a new framework emerged ( World Economic Forum, 2019). The digital framework of today's needs consisted of four inspired by Maslow's hierarchy of needs (1) basic needs (digital infrastructure), (2) psychological needs (social networks), (3) self-fulfillment (career and skills development), and (4) societal needs (connectedness and the digital economy) ( World Economic Forum, 2019). Figure 1 illustrates this new dimension where AI, DL, and KI stand for artificial intelligence, deep learning, and knowledge integration, respectively ( Medeni et al., 2020).

A new technology-supported Maslow's pyramid of needs.

According to the pyramid's design ( Fig. 1), the lower levels of Maslow's hierarchy give more attention to more material needs, while the upper levels allow less room for more moral demands. The interpretation is made possible by inverting the pyramid to allocate more room to needs at higher levels and less space to needs at lower levels. This perspective offers a more precise understanding of the relationships between various human needs and is more per the socioeconomic requirements inherent in human nature. Making fresh interpretations and modifications to Maslow's models can also be beneficial. One of these new, noteworthy interpretations is part of the Digital Society Index (DSI) investigations. As a result, the hierarchy structure is maintained to offer a more unified strategy for tackling digital needs and associated societal concerns ( Digital Society Index, 2019). For this, the new version of "Maslow's pyramid highlights the tech" generation's digital need while in the presence of virtual reality or Metaverse. Since so much of our identity is shaped by the socio-digital world, it is impossible to completely break away from it ( Serpil & Karaca, 2023).

Research gap

Compared to earlier generations of the Metaverse, access to it is now possible any time and any place due to the rapid advancement of mobile technology and deep learning. This has also enhanced the accuracy of visual and language recognition, leading to more immersive environments ( Park & Kim, 2022a). In addition, several literature reviews on the Metaverse in general ( e.g., Narin, 2021), reviews of graphics, interactions, and visualization studies related to the Metaverse ( Zhao et al., 2022), and reflections on virtual commerce from application design and consumer behavior in the Metaverse ( Shen et al., 2021) with scarce literature available related to Metaverse in education. This article specifically addresses the following research questions:

Q1: In what ways can Metaverse be defined?

Q2: How is the Metaverse applied in education?

Q3: What are the advantages and disadvantages of using Metaverse in education?

Q4: What are the challenges and opportunities arising from Metaverse implementation in education?

Q5: How do ethical considerations appear when Metaverse is applied in education?

Background

It is evident that digital reality technologies have the potential to revolutionize the domains of education, remote work, marketing, and economics, as well as the entertainment business. These technologies have also begun to establish a new paradigm for information exchange. It may be claimed that a new paradigm has developed that is centered on the idea of the Metaverse ( Mystakidis, 2022). The terms "meta," which means beyond or after, and "universe" are combined to make the phrase "Metaverse" ( Cheng et al., 2022). Metaverse platforms offer additional advancements across the board as virtual reality systems become more user-friendly and networked. It may be much more practical to broaden their use cases and adapt them to educational situations once virtual reality glasses and accessories obtain a more comfortable design suitable for long-term use. Making hardware and software based on the Metaverse that may be used in educational settings is very important. Thus, collaboration and mutual guidance on this issue are crucial for educators, researchers, designers, and developers ( Sarıtaş & Topraklıkoğlu, 2022).

Virtual reality (VR) and augmented reality (AR), two spatial, immersive technologies, are currently driving the fourth wave of computing innovation ( Kamenov, 2017). This wave is anticipated to create the following ubiquitous computing paradigm, which has the power to revolutionize (online) business, entertainment, remote work, and education. The Metaverse is this new paradigm. Meta (a Greek prefix that means after or beyond) and universe make up the closed compound word that is the Metaverse. The Metaverse is, in other words, a post-reality cosmos that combines physical reality and digital virtuality in a continuous and enduring multiuser context. Metaverse has the potential to address the fundamental drawbacks of web-based 2D e-learning tools in the context of online distance education ( Mystakidis, 2022).

Neal Stephenson's science fiction book Snow Crash ( Stephenson, 2003) described the idea of the Metaverse that he coined in 1992. Stephenson is credited for introducing the concept of the Metaverse to the world ( Duan et al., 2021). Many efforts and studies have been done to develop Metaverse technology, which is based on a fictional novel but does not actually exist as technology that can be used in real life ( Kye et al., 2021). However, Metaverse quickly gained fame after Mark Zuckerberg made the Metaverse project official in October 2021 ( Tlili et al., 2022).

The phrase "Extended Reality" or "Cross Reality" (XR) refers to a group of immersive technologies that create electronic, digital settings where data are represented and shown. Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR) are all parts of XR In all of the XR aspects, people view and engage with a totally or partially artificial digital environment created by technology. VR is a different, entirely fake environment that was produced digitally. Users experience immersion, feel as though they are in a separate universe, and behave in a manner that is similar to how they would in the real world ( Slater & Sanchez-Vives, 2016).

This experience is enhanced by the modalities of vision, sound, touch, movement, and natural contact with virtual things with the aid of specialist multimodal equipment, including immersion helmets, VR headsets, and omnidirectional treadmills ( Pellas, Mystakidis & Kazanidis, 2021; Pellas, Dengel & Christopoulos, 2020). To improve physical environments, AR takes a different method. It incorporates digital inputs and virtual aspects into the real world ( Ibáñez & Delgado-Kloos, 2018). It geographically combines the real and virtual worlds ( Klopfer, 2008). The result is a layer of digital artifacts spatially projected and mediated by objects like smartphones, tablets, glasses, contact lenses, or other transparent surfaces ( Mystakidis, Christopoulos & Pellas, 2021).

The definition of MR has changed throughout time, reflecting changing technology advancements and the predominant verbal meanings and narratives. MR is a more complex notion. In that the physical world interacts in real-time with the projected digital data, MR is occasionally described as an advanced version of AR. As a result, MR remains a blend of AR and VR, the two core technologies ( Speicher, Hall & Nebeling, 2019). In real-world settings, augmented reality (AR) is an example of a partially virtual Metaverse. A Metaverse could be entirely virtual, like a virtual reality system. People can interact socially in the Metaverse by having conversations, working on projects, playing games, and learning from their mistakes or successes ( Bourlakis, Papagiannidis & Li, 2009; Park & Kim, 2022a). Real people or virtual characters could be one's companions or friends in the Metaverse ( Díaz, Saldaña & Avila, 2020; Kye et al., 2021). The lifelogging feature allows for complete documentation of meta-verse life ( Thawonmas & Fukumoto, 2011).

The Metaverse is far more than VR or AR, which some people would mistakenly believe ( Park & Kim, 2022b). The Metaverses have a framework of three characteristics "shared," "persistent," and "decentralized,"-which distinguish it significantly from traditional VR or AR ( Min & Cai, 2022). Additionally, artificial intelligence (AI) is a necessary technology for the Metaverse's universe to function according to the programmer's rules. From this structure, it is clear that an AR or VR system might be used to present virtual content in the Metaverse; alternatively, the Metaverse itself could include AR or VR aspects in addition to other necessary elements. People can use different identities to connect with others in a multiuser VR system such as Second Life ( Min & Cai, 2022). Still, if the system cannot offer a persistent reality where users can live real life experiences including working, owning, learning, interacting, producing, and having fun, it is not considered a Metaverse ( Min & Cai, 2022).

Methodology

According to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses steps (PRISMA) ( Moher et al., 2009) which are shown ( Fig. 2) and discussed below, this systematic literature review was conducted.

PRISMA model for article selection.

The PRISMA model followed to develop this review started with four steps that constructed the framework, (1) inclusion (keyword search), (2) eligibility, (3) screening, and (4) identification ( Oláh et al., 2020).

Inclusion

After a thorough search of several preview publications related to Metaverse in education, the gap in the literature was evident due to the freshness of the topic. There were a minimal number of recent articles on the issue. As a result, the research started with identifying empirical and narrowing down the search history of documents and previous work. Several database searches and search engines were used, mainly Google Scholar, ScienceDirect (Elsevier, Amsterdam, Netherlands), Taylor & Francis Online, Wiley Online Library, IEEEXplore, and Springer.

Several keywords were used to narrow down the search ( Fig. 3). The keywords used were 'Metaverse and education', 'Metaverse in higher education', 'Metaverse role in education', 'Metaverse tools in education', and 'Metaverse challenges and educational opportunities'. Also, the search terms 'digital education', 'virtual reality,' and 'Metaverse' were mainly used to search the database. It is noteworthy that general keywords and phrases were excluded, for example, 'assessment, online, and remote learning.' This initial search included 870 articles.

Keywords search word cloud for article search.

Eligibility

The research studies evaluated for inclusion in the review met several requirements listed in Table 1. After filtering the articles and documents from the initial search, 200 duplicate articles were removed.

Inclusion criteria

Exclusion criteria

The article has been published in journals, books, and proceedings

The report is focused on the Metaverse in education, the use of the Metaverse in education, tools, applications, challenges, opportunities

Thesis or university papers, webinars, reviews, duplicate papers, and workshop

Irrelevant literature reviews or short ones, general technical papers, articles that do not relate Metaverse to education

Screening

The screening stage was divided into two sub-stages filtering and another layer of exclusion. In the filtering stage, 530 articles were screened and narrowed down, preparing for the final exclusion stage, which eliminated 247 with reasonable justifications. In this sense, a rational explanation falls under the exclusion criteria mentioned in Table 1.

Selection

Finally, the 53 articles selected for this review were collected and prepared for synthesis and are listed in Table 2 with their description. The final step of the selection process prepares for the discussion part.

Title

Year

Publisher/Journal

Key findings

Evaluation for students' learning manner using eye blinking system in Metaverse.

2015
Procedia Computer Science
New avatar-blinking technology was introduced for a virtual problem-based learning (PBL) class in the Metaverse. With the blink system, teachers may thoroughly examine students' reactions to get better results.

Cyber-syndrome and its formation, classification, recovery, and prevention

2018
IEEE Access
- Nomophobia
- Genesis stages, categorization, treatment, and prevention of cyber-syndrome
- How cyber-syndrome influences physical, social, and cognitive environments

The ethics of smart city (EoSC): moral implications of hyper-connectivity, algorithmization, and the datafication of urban digital society

2020
Ethics and Information Technology
- Potential strategies for addressing the underlying moral issues by demonstrating the effects and implications of digital connectedness, algorithmization, and the datafication.

A complete survey on technological singularity, virtual ecosystem, and research agenda.

2021

Cornell University

- Accelerated digital transformation through "Metaverse"
- Metaverse ecosystem

The future of online trust (and why Deepfake is advancing it).

2021

AI Ethics

Will Metaverse be NextG internet? Vision, hype, and reality

2022

Cornell University

- Essential prerequisites for the Metaverse.
- Possibilities and potential future areas for more innovation.

A Metaverse: taxonomy, components, applications, and open challenges

2022

IEEE Acces s

- The social value of generation Z
- Connectedness with reality
- Deep learning in the Metaverse

The Metaverse as a virtual form of data-driven smart urbanism: on post-pandemic governance through the prism of the logic of surveillance capitalism.

2022
Smart Cities
Challenges of the Metaverse have via the social and economic logic of surveillance capitalism
- Evaluating the effects of Metaverse's widespread adoption as well as users in making decisions about its use in daily activities

Avatars in the Metaverse: potential legal issues and remedies

2022

International Cybersecurity Law Review

This article discusses problems with a real-life person's avatar in the Metaverse.
- What does the anticipated rise of the Metaverse entail
- Avatar's copyrights
- Methods for giving legal personality to avatars in the Metaverse \
- Imposing accountability on a real-life person
- Possible legal problems in the Metaverse
- Potential for statutory remedies and judicial interpretation to address avatar-related wrongdoing.

Data analysis and discussion

This section provides answers to the five questions that were raised in the Research Gap section above. A summary of the literature is presented in Table 2.

Discussion

Metaverse in higher education

The coronavirus pandemic disrupted education globally. Both learners and teachers have had to adjust to a new, distant learning method from the beginning of 2020. Throughout the global lockdowns, technology has been essential for ensuring that education has not stopped ( EU Business School, 2022).

The world has been severely challenged and disrupted by the COVID-19 epidemic. This pandemic has affected all facets of society, particularly the educational system, changing pupils' settings, attitudes, and abilities ( Toquero, 2020).The end of in-person instruction in schools and colleges required legislation on a global scale, forcing the transition to online delivery methods ( Itani et al., 2022).

Now, educators and IT professionals are thinking the same thing: if the internet helps individuals learn in its current form, what kinds of things would the Metaverse allow everyone to do? ( Contreras et al., 2022).

Through immersive learning opportunities, the technology and tools of the Metaverse have significantly improved pedagogical and technical support for education, positively impacting student motivation ( Tlili et al., 2022). In Fig. 4, technology and tools are broken into seven categories: wearable, immersive, instructional, modeling and simulation, mobile, sensors, and artificial intelligence (AI). The immersive direct experience that students receive in the Metaverse encourages teamwork and skill development in addition to engaging students in many ways in the classroom ( Tarouco et al., 2013, Erturk & Reynolds, 2020). They combine virtual technologies such as Virtual Reality (VR), Multi-User Virtual Environment (MUVE), Mixed Reality (MR), and Augmented Reality required to achieve immersion (AR). Technologies that act as gateways and allow us to immerse ourselves in Metaverse environments suggest the necessity of multimodal immersion ( Mystakidis, Fragkaki & Filippousis 2021).

The four elements of Metaverse and their educational implications.

Mobile technologies are considered the most prevalent in the Metaverse because they enable a connection between the medium and the student, through using mobile devices and geographic mobility. Learning processes can be improved when students use their avatars in Metaverse on mobile devices. One of the technology categories that enables teachers to monitor student dynamics by evaluating student behavior is sensors and wearables, such as Microsoft HoloLens2 smart glasses and eye blinking ( Barry et al., 2015).

Convolutional neural networks (CNN) frequently process auditory information and the command and language recognition learning and classification components, increasing learning efficiency ( Siyaev & Jo, 2021a). The potential of the Metaverse's and Artificial Intelligence also open new roles for intelligent non-player characters (NPCs), including tutors, peers, and tutees ( Hwang & Chien, 2022). Future research has the potential to make use of Artificial Intelligence. technology to examine how students behave and interact, as well as how well they function in the Metaverse, to create new positions. A variety of technological fields have been utilized in Metaverse to build a healthy learning ecosystem. However, several cutting-edge technologies are still not being used. For instance, a learning system with built-in anti-cheating might be developed using blockchain to increase user security. Whereas cryptocurrency is often employed in the Metaverse as a whole, this is not the case in the educational Metaverse. Using various sensors and devices, Internet of Things (IoT) technology could also be used to develop a more immersive learning environment that combines the real and virtual worlds.

The Metaverse offers a fully immersive educational experience to students. When studying planets, for instance, the Metaverse could show the entire galaxy with the ability to zoom in and out so that a learner can observe the texture and features of the cosmos. When studying old architecture, a learner can travel back in time and observe the architecture's intricate elements firsthand ( Ning et al., 2021). The Metaverse can be conceptualized as a place where virtual reality is used to supplement the physical world with the four types of Metaverse (see Fig. 5): Augmented reality, Lifelogging, Mirror world, and virtual reality ( Kye et al., 2021). The real world is either interconnected with virtual reality, or transformed into a different environment inside the virtual reality. From an evolutionary perspective, the Metaverse reflects a world that has spread and developed in reaction to the COVID-19 pandemic and is a combination of the accelerated innovations with 5G and virtual convergence technology ( Sun et al., 2022).

Advantages of using Metaverse in education.

The four different forms of the Metaverse first evolved independently. However, through interacting and dismantling barriers, they have later developed into a new type of convergence/composite service. For instance, the lifelogging service Ghost Pacer mixes augmented reality and lifelogging ( Lee, 2021). Virtual reality is the most varied and actively utilized Metaverse among the four forms of education. The current non-face-to-face period has been distinguished in particular by the widespread use of virtual reality, which can be accessed from anywhere regardless of distance or geography.

The "5 Cs" are the following qualities of the virtual reality Metaverse that set it apart from already available platform services: First, as a canon, designers and participants jointly create and expand the space-time of the Metaverse. Second, anyone in the Metaverse can create content. Third, as a form of digital currency, production and consumption are made possible through the production of various ranges. Fourth, the Metaverse ensures the continuity of daily life. Fifth, the Metaverse connects the real and the virtual, connecting the Metaverse world (avatars) ( Kye et al., 2021).

The "digital native generation" leave social and economic imprints through their many online personas and avatars. The traits and educational consequences of each of the four categories of Metaverse from an academic perspective are presented in Table 3.

Augmented reality

Lifelogging

Mirror world

Virtual reality

- Accurately solve problems using virtual digital information to teach invisible portions graphically
- Deep grasp of subject matter

- Reviewing and reflecting on one's daily activities
- Capacity to present and use the information correctly
- Retrieving feedback from others on social media sites results in reinforcement and incentives
- Use collective intelligence to recreate the information learned
- Examine knowledge understanding and make improvements based on learning analytics data
- Data-driven decision for teachers for personalized learning and guidance

- Practice can be done through virtual simulation
- learning beyond time
- Improving strategic and comprehensive problem-solving skills

Advantages and disadvantages of Metaverse in education

3D virtual worlds, primarily utilized for gaming and pleasure before Metaverse, were also used in teaching after a while, as happens with every new technology ( Bulu, 2012). Combining education and entertainment makes learning environments more appealing, encouraging students to participate more actively. As a result, the Metaverse is now being used as a 3D virtual environment in educational activities. However, it is progressively becoming clear that the idea of the Metaverse is not without its issues and limitations ( Minocha & Reeves, 2010). Maintaining an active learning environment emphasizes improving students' learning abilities, particularly critical thinking and participation in the process. Although the idea of critical thinking is crucial in online learning settings, it is not adequately investigated. New frameworks are required to enhance learning abilities and online performance ( Kaddoura & Al Husseiny, 2021a, 2021b).

Because there is a literature gap regarding Metaverse in education, the benefits of using it in educational settings are listed in Fig. 5 and explained below.

Gamification

Generation Z individuals are the primary users of the Metaverse. Generation Z refers to people who were born after 1995 and who differ from earlier generations in many ways. As this generation grew up during the development of PC and mobile gaming technologies, scientists focused on their preference for game-like experiences ( Park, Min & Kim, 2021). The term "gameful experience" refers to a method that applies game mechanics like points, badges, levels, and leaderboards to non-game contexts including business, education, and healthcare in order to increase user engagement and motivation ( Deterding et al., 2021). Through these game features, gamification in education promotes learner motivation, involvement in learning, and attitude improvement ( Kim et al., 2018).

Diversity and inclusion

The use of Metaverse in education enables students from different backgrounds to learn in the same environment ( Park, 2021). Because of several socioeconomic circumstances, the culture of diversity, equity, and inclusion has become more prominent in a lot of businesses. Access to a technology or service has made it possible to establish a baseline of social equity that supports the promotion of diversity, equity, and inclusion ( Zallio & Clarkson, 2022). The Metaverse presents an excellent opportunity to overcome many of the difficulties people encounter in the real world, including physical disabilities, restricted access to certain locations, social exclusion brought on by a lack of exposure to the diversity of people, and opportunities to provide new sensory experiences for those with sensory or cognitive impairments ( Zallio & Clarkson, 2022).

Skill based learning

Learning in the Metaverse offers the chance to practice various skills and repeat them as often as desired for skill-based learning approach ( Locurcio, 2022; Koo, 2021). In addition, the current augmented reality mobile media approach can foster the growth of cognitive abilities and produce innovative experiences in the acquisition of material. The main objective is to boost students' academic performance, and this will highlight how mobile augmented reality learning resources may be very useful when blended into classroom instruction ( Marini et al., 2022).

As there are many obstacles, advances in self-education necessitate technological and educational validation. Without extensive prior training, education, and preparation of teachers and pupils, it is vital to ascertain whether such a move will increase the quality of instruction ( Pedro, Piedade & Filipe, 2019). For this activity to improve education quality, teachers must create communication channels that are appropriate for digital needs and comprehend the role that technology plays in modern learning. To compete in upcoming international economic competitions, students must also advance their technological proficiency ( Olszewski & Crompton, 2020). To compete in the global market, students need to develop their technological abilities. Just a few of the skills pupils need to develop include critical thinking aptitudes, inventive problem-solving abilities, communication aptitudes, cooperative aptitudes, and tech-savvy citizen aptitudes ( Marini et al., 2022).

Virtual campus

The World Bank Group, through its Open Learning Campus, stresses the fact on more merits of Metaverse in education, such as connecting learners through a realistic virtual campus, improving real-world expertise in hybrid and virtual situations, investigating various worlds via storytelling and visualization, increasing human talents in social or challenging circumstances, developing accessible solutions for learners with disabilities and increasing learning performance ( World Bank Group, 2022). The majority of current efforts to create a campus Metaverse concentrate on virtual environments or virtual reality ( Duan et al., 2021). An AR Metaverse allows situated interaction in a specific physical space, bridging the gap between the physical campus infrastructure and digital content. To expose located services to campus users, an AR campus Metaverse offers a rare chance to combine digital content with physical infrastructure ( Braud, Fernández & Hui, 2022).

Delightful learning environment

A Metaverse's social involvement is the first thing to be considered while deploying it ( Getchell et al., 2010). The four fundamental components of an educational scenario are teachers, students, learning resources, and learning environments ( Xu et al., 2019). In an educational Metaverse, virtual learning environments are not fixed and could be replicated and modified by some or all of the consumers who inhabit them, facilitating interaction between students and learning resources and environments ( Cai, Jiao & Song, 2022). In fact, the Metaverse facilitates the interaction between the actual world and the virtual world for learning by doing and living through offering realistic and rich educational experiences for learners ( Locurcio, 2022; Park, 2021; Lee & Hwang, 2022). The Metaverse can significantly help realize concrete learning which isone of the most desired roles in instructional environments. This appeals to students' visual, aural, and tactilesenses which will create a delightful learning environment ( Locurcio, 2022; Koo, 2021; Lee & Hwang, 2022).

Visualized learning

Due to the quick advancements in computer vision and graphics technology, the Metaverse scenes have a strong visual impact. Teachers and students should be able to view realistic virtual scenes, and their teaching actions should interact very organically, in an effective learning Metaverse educational setting. Therefore, the educational Metaverse cannot disregard the advancement of natural interaction technologies in the teaching and learning environment in addition to the complete development of visual experience technologies ( Cai, Jiao & Song, 2022).

On the other hand, there are drawbacks to the Metaverse use in educational settings, as illustrated in Fig. 6 and explained in the section below.

Disadvantages of using Metaverse in education.

Expensive infrastructure

In addition to costing more than traditional learning tools like computers and books, XR technologies frequently call for a fast internet connection. Furthermore, creating content costs more since it requires specific tools and abilities to produce the interactive virtual environments needed for efficient learning ( Pimentel et al., 2022).

Absence of legislative restrictions

The Metaverse environment is now regarded as unusual because it is a relatively new notion. There are no legislative restrictions in this field at the national or international levels. Therefore, making legal arrangements for this circumstance is essential and may interest the national and international educational communities. Since the Metaverse is a decentralized Internet environment, its computer security appears lacking ( Discover Hub Pages, 2022; Baltaş, 2022).

Cultural biases

The widespread use of ICT raises concerns about the possibility of widening social and economic disparities since it may alienate "the unskilled and IT illiterate sectors of the local poorer community" ( Hollands, 2008). In virtual reality, a number of inequities in reality will be infinitely enlarged. The Metaverse enables the reshaping of social equality laws ( Keshavarzi et al., 2020).

Usability and accessibility issues

For many people, the XR technologies available today are difficult to utilize. For instance, a person with restricted hand movement can find it difficult to utilize controls. Wearing glasses, for example, can make using an HMD challenging. Additionally, not all persons from different origins and identities can access certain technology equally. For instance, certain head coverings and hairstyles, such as religious head coverings and natural Black hairstyles, cannot be worn over headphones ( Pimentel et al., 2022). XR is particularly suited to teaching skills, competences, beliefs, and attitudes that multiple-choice learning tests might not be able to capture since it can give a more personalised and unstructured learning experience. Although XR allows for the collection of a variety of user data types (such as movement and eye tracking), this data type has not yet been transformed into useful learning assessments ( Pimentel et al., 2022).

Time constraints

The effects of MDs used in VR and MR might deteriorate with time and can cause discomfort or nausea in users in as little as 10-15 min, hence it is better to utilize them sparingly rather than as the primary educational modality for an entire course. For longer-term interventions, different technologies like computer programs, augmented reality on mobile devices, or low-tech fixes may be more appropriate ( Pimentel et al., 2022).

Expertise deficiency

The learner's perception of how well technology fits into their background, standards, and previous activities is known as perceived compatibility. In other words, compatibility refers to how the students see the advantages of utilizing technology ( Greenhalgh et al., 2004). This premise is consistent with the notion of compatibility as people's willingness to accept novel technological advancements when those advancements are compatible with their established norms and predictions ( Rogers, Singhal & Quinlan, 2014).

Challenges and ethical considerations

The ethical implications of the Metaverse are being discussed more than ever now, as new technologies have always been required. For the Metaverse to be a secure virtual space that transcends the current communication and equity barriers, many ethical issues need to be addressed.

Device challenges

The price of VR headsets and other technological innovations that will enable individuals to immerse themselves in the many virtual worlds of the Metaverse is considered a difficulty that may present barriers to widespread acceptance. Examples include Horizon Home, Future of Work, and Presence Platform. Johnson (2022) gives up-to-date data on how much consumers would shell out for cutting-edge VR equipment to let them feel what they are experiencing in the Metaverse. Additionally, specific segments of society will likely be locked out of the Metaverse based on factors like education, socioeconomic status, age, and disability.

The functioning of Metaverse will produce a significant amount of data, including sensor-generated metadata, a shared virtual area for user social interactions, and the transmission of high-resolution video feeds, needing significant network capacity. The Metaverse, however, might not be supported by the current 5G technology. Although theoretically, 10-20 Gbps is the most incredible speed that 5G can provide, the bandwidth needs of the Metaverse may exceed what 5G can provide. Peer-to-peer (P2P) communication methods could be a solution to this problem. User devices must therefore mix the content obtained from various parties and present the virtual environment consequently ( Cheng et al., 2022).

The user experience is critically dependent on latency. Since users may access the Metaverse from different locations, it can be challenging to guarantee low latency in geographically dispersed areas. While this is going on, sensors in the Metaverse, like those on haptic and XR headsets, need latency as low as tens of milliseconds to maintain an immersive user experience ( Zhang, Han & Hui, 2022). The delay between a user's motion and how others perceive their reflection in the Metaverse is a crucial measure to optimize, much to the motion-to-photon latency in virtual reality. The network edge's remote rendering ( Koller et al., 2004) of virtual content is a potential strategy for lowering the latency above.

Social and ethical considerations

People developed a new identity in the Metaverse, which has also produced a unique environment in which to live and interact. There are more nuanced social dynamics there. The Metaverse must govern and restrict user behavior and create explicit ethical and moral guidelines to maintain a positive ecological environment.

The moral and ethical problems that Metaverse needs to address are:

The importance of ethics at this moment has increased significantly ( Ning et al., 2021). The original code of ethics has been impacted, and the new code of ethics is being developed at a slow pace that cannot keep up with the growth of the Metaverse. As a result, the Metaverse's oversight should be improved, and pertinent rules and regulations should be created and promptly updated ( Ning et al., 2021).

As a result, the Metaverse will continue to reinforce the digital divides and favoritism that already exist regarding access to current social media platforms ( Rosenberg, 2022). However, the prevalence of spam content on social media is drastically rising, making spam identification essential. As more individuals utilize social media, such as Facebook, Twitter, YouTube, and email, the amount of spam content also increases. Particularly during the pandemic, people are spending an excessive amount of time on social media. Through social media, users receive a lot of text messages, and they often fail to notice the spam content contained in these messages ( Kaddoura et al., 2022).

Technology use is currently subject to accessibility stratification and discrimination, with tech-savvy individuals leading the way in its uptake. This will prevent all residents from having full access, incredibly the less tech-savvy, those who grew up before laptops, and those who are handicapped by universal design. Despite Meta's assertion that using new technology will help young people develop their critical thinking skills, this has always been the case regarding its application. The main concern is whether the digital divide in virtual/augmented cities could develop into a Metaverse split. However, this might benefit social groupings with unfavorable attitudes and feelings toward the Metaverse. This is supported by the significant societal issues that the extensive usage of social media platforms has brought about for many communities ( Rosenberg, 2022).

This raises the question of whether humans will broadly embrace the Metaverse. This is a challenging subject to answer because people do not always embrace new experiences that are technologically possible. The Metaverse probably will not appeal to all social classes, at least not in the same way or at the same time. The unequal distribution of socioeconomic risks and advantages in society and individual choices and beliefs is the cause. According to Lee et al. (2021) the sustainability of the Metaverse will depend on the social acceptance of the Metaverse as well as several impacting design aspects, such as fairness, cyberbullying, gadget acceptability, avatar acceptability, and privacy risks. In particular, it is vital to apply a new socio-humanitarian logic in the construction of the Metaverse, as claimed by Gurov & Konkova (2022).

Similarly, AmI's, Ambient Intelligence, a vision was determined by humanistic design issues, see Bibri & Zaheer (2022) for a detailed discussion of the seminal role of participative and humanistic design for the sustainability of AmI. AmI has emerged in the past 10 years as a multidisciplinary field within ubiquitous computing ( José, Rodrigues & Otero, 2010). The development of AmI required a comprehensive perspective that considered people and other non-technical issues. As a result, AmI's vision is constantly being rebuilt around fresh concepts, ideas, and points to address, and R&D has changed its emphasis to creating workable win-win solutions. Furthermore, the Metaverse will likely give rise to new issues that could limit everyone's ability to access and use its goods, services, and technology or lead people to reject it if new skills and knowledge are needed, which will lead to varying degrees of acceptance ( Johnson, 2022). Increased technological literacy and skill levels were only 34% of the benefits of the Metaverse globally in 2021, according to recent statistics ( Johnson, 2022).

This percentage also shows that there are still a significant number of people who will not profit from the Metaverse, including some who will be unable to use it effectively because it is a more complex platform than current social media. This is in line with findings from earlier research on the vision of AmI, which was conducted. Adults in the United States reported having the following attitudes about the Metaverse as of January 2022: curious (33%), uninterested (27%), suspicious (23%), concerned (19%), indifferent (19%), excited (18%), hopeful (16%), bewildered (12%), and none of these (7%) ( Johnson, 2022). As a result, unpleasant emotions frequently outweigh happy ones. This could be explained by the increased awareness of social media platforms within this sector of society during the previous 20 years.

Network security and privacy concerns

As a matter of fact, the privacy and security concerns in the Metaverse demand our attention. Although our measurement investigation confirmed that commercial social VR platforms use secure communication protocols (such as TLS and DTLS) to protect sent data, the Metaverse may still raise various security issues, including user identifying data ( Mathis et al., 2021). Due to the need for headset access, users frequently must identify themselves using biometric data, making them vulnerable to security assaults ( Mathis et al., 2021).

The Metaverse's digital twins also require our defense. In this sense, many intricate machine learning models will support digital twins, impacting real-world things. Attacking these theories will have unpredicted consequences for the physical universe. Additionally, user-worn headsets would continuously gather personal data (such as biometric data and user activity) to enhance the QoE, raising privacy concerns. Blockchain storage for digital twins from the Metaverse and biometric data is one conceivable direction ( Ryskeldiev et al., 2018). However, users of the Metaverse should be most concerned about privacy risks, mainly since the privacy-enhancing mechanisms presented so far are insufficient to address this unique problem. Technology can only protect privacy to a certain extent; even this capability has built-in constraints.

The Metaverse faces a severe difficulty and conundrum about confidentiality ( e.g., Dick, 2020, Leenes, 2007; Lee et al., 2021; Falchuk, Loeb & Neff, 2018). Acceptable procedures for gaining access to and sharing personally identifiable information about individuals are still up for discussion. Given the enormous amount of data that will be gathered, analyzed, classified, commoditized, and commodified, datafication and privacy are at the foundation of the Metaverse. For businesses, the value of data lies not in its physical presence but in the connections, it can make with databases and analytical tools ( Zuboff, 2016). In the shape of new networked, digital technologies that have permeated the fabric of daily life, smart cities are undergoing an unheard-of escalation of datafication and algorithmization. This raises severe issues with the invasion of privacy. In the context of intelligent city ethics, Calvo (2020) discusses the moral implications of the datafication and algorithmization of urban society.

In terms of legislation and information practice standards as a matter of justice, all harms will present considerable hurdles to the Metaverse's privacy protection measures. Fairness is a crucial concern regarding the rules and principles used in the Metaverse to profile and socially classify persons in the virtual world behaviorally. The Metaverse should prioritize algorithmic fairness in all of its designs. As a result, procedural justices should continue to serve in governing capacities since they "demand a high degree of openness to the users and outcome control mechanisms" ( Lee et al., 2021). Whatever the case, algorithmic governance involves unfairness and inequity that replicate data justice issues ( Dencik, Hintz & Cable, 2016; Taylor, 2017) across various demographics ( Benjamin, 2019; Noble, 2018) with potentially harmful outcomes.

Due to digital illiteracy, psychological manipulation, cognitive dissonance, and privacy paradox, the problems, and hazards of privacy invasion do not seem to be a barrier to the youth age group using social media as a daily activity ( i.e., users willingly share their information). It follows that the acceptance of the Metaverse by the same group is most likely to be the case. But the adult group is more concerned with privacy ( e.g., Johnson, 2022). Coming up with verifiable privacy measures is one of the main issues that the Metaverse needs to address to be accepted by society ( Lee et al., 2021).

Physical and mental health

The problematic use of the Metaverse and user addiction are challenging issues to address and overcome. The COVID-19 pandemic and its long-term effects on urban living and working conditions only exacerbate this. A significant body of recent research has shown that the continuous use of such forms could produce further problems in terms of the abusive use or addiction to the internet, taking into account the shift caused by this crisis from face-to-face meetings or social gatherings to virtual forms ( Garćıa, Cruz Sánchez Gómez & Garćıa-Valcárcel Muñoz Repiso, 2020). Recent data and facts indicate mental health problems and addiction to virtual reality, which account for 47% of the dangers of the Metaverse based on Internet users globally in 2021 ( Johnson, 2022). Complete reliance on the Metaverse as a result of immersive experiences will lead to physical and mental health issues, which will further impair and cause users to do nothing in their daily lives.

Indeed, the excessive use of Metaverse products and services has led to an addiction to immersive technologies, which has sparked debates in the scientific, technological, and medical communities. It is anticipated that this topic will be the subject of more investigation, discussion, and criticism and be approached from many angles ( Ning et al., 2021). This suggests that it will be challenging to establish and practice evidence-based initiatives and recommendations for policy makers. An individual can hang out with friends, work, play, learn, shop, create, and more in the Metaverse, claims Meta. It's not always about using the internet more. Making online time more purposeful is the goal. This contradicts itself since, at least for the younger members of society, how cyberspace will be constructed in terms of the variety of activities that may be undertaken there will most certainly drive constant usage of immersive technologies. To put it in another way, what the Metaverse entails shows the opposite. It will enable multiple avatars of real people to interact with one another and with aesthetically pleasing objects in various visually appealing virtual worlds, luring young people to spend more time online pointlessly. Many immersive elements, such as peak experiences, optimal attention span restoration, and happy emotions, are directly linked to the psychological states that may happen when people engage with the natural world in VR or augmented reality ( Bibri & Zaheer, 2022).

Designers can imitate the effects of real-world environments on emotional states through common life scenarios in VR and AR The rehabilitative effects of simulated everyday situations in immersive environments are probably to rise. Users may also encounter super-realism, which enables them to engage in several activities in environments that closely mirror those found in reality. The Metaverse portrays bleak visions of the future even though it can develop into something engaging for some sectors of society ( Colley et al., 2017; Tong et al., 2017). This is evident in how it conceptualizes the digital world, configures users and their social relationships, and ignores social and ethical principles (such as integrity, truthfulness, and loyalty) ( e.g., freedom, respect, responsibility). Unfortunately, many values essential for social health regarding community participation and a sense of belonging are not practiced in today's digital world. VR might cause significant user behavior changes, affecting society ( Colley et al., 2017, Tong et al., 2017).

Despite this, the science fiction stories are developing the premise that the Metaverse will be present in the various scenarios of people's everyday lives, creating a dramatic shift in that life. In this regard, Johnson (2022) provides examples of activities that people will be able to engage in in the Metaverse that they would not be able to in the real world, such as:

- Alter consciousness with the aid of VR

- Create an alter ego of the opposite sex or different age

- Spend a lot of money on group clothing or accessories

- Play adult games that feature extreme violence and sex

- Carry out unethical experiments on virtual humans

- Watch virtual executions

These things shed some light on the types of extreme behaviors that the Metaverse may encourage or lead some individual users to engage in, which may have detrimental effects on societal norms. These include the capacity for positive assertiveness, being true to oneself in all circumstances, participating with others in one's community, treating others with respect, and communicating with others directly and honestly without purposefully hurting their feelings. Cyber-dystopias depict a society in which human traits like courage, honesty, kindness, self-awareness, and wholeheartedness are absent from humans, leading to dehumanizing experiences. Overall, the Metaverse is a collection of highly realistic virtual environments that will allow users to experiment with things that are impractical in real life ( Lewis & Taylor-Poleskey, 2021).

The time has come for re-establishment when previously assumed rights and values encounter a new paradigm. It can be extremely harmful when technology develops, and variety is emphasized more and more in the world. Due to this ambivalence, the ethical framework must be flexible enough to keep up. Adolescents who are the primary Metaverse users are introduced to ethical education on moral metacognitive ability, moral sensitivity, moral judgment, and moral responsibility as the core values of education, including human dignity, protection of human rights, non-infringement, and commitment ( Kim & Park, 2022).

Netiquettes considerations

ASL (age, sex, locality), social position (occupation, wealth, standing, etc.), or physical interaction are not inherently linked to a virtual community. As a result, its members typically gather in person rather than having to travel great distances. Therefore, online communities are not an exception. Etiquette is a protocol for how to interact with other members and communicate information. Netiquette violators are flagged to other users and may endure a robust label ascription process ( Gabriel, 2020). Particularly, digital etiquette is typically referred to as netiquette, where correct communication is essential for asking and answering questions respectfully and proactively by introducing oneself properly, posing precise questions, and concluding formally. Ethical online citizenship is necessary for the Metaverse-based education programs used in high schools, colleges, and businesses ( Jagatheesaperumal et al., 2022). Indeed, netiquette is needed in online learning environments where information and communication technology (ICT) has altered socialization and communication practices. Regarding social interaction, the Metaverse may encourage individuals to experiment with their identity, role-playing, and self-expression. The Metaverse Roadmap states that this might result in new viewpoints on social norms related to gender, ethnicity, species, socioeconomic status, manners, and collective ideals and goals.

Intellectual copyrights

With the proliferation of multiple online educational platforms, it is challenging to manage the intellectual property rights of educational content to prevent infringement on the copyrights of learning resources ( Jagatheesaperumal et al., 2022). Using both private and public blockchains, the digital copyright management system ( Rooksby & Hayter, 2019) ensures the sharing of multimedia instructional content. It guarantees the privacy of educational content, making it a suitable option for Metaverse platforms. As the Metaverse is formed, develops, and scales, the IP issues from the previous economy will likewise be put under stress. Only a few of the potential problems include ownership, protection, piracy, and concerns with patents and IP definitions. The new economy will necessitate new ways of thinking in a world where physical boundaries dissolve and territorial rights assume new significance. IP produced by AI and Avatar may be the subject of legal challenges, for instance, contesting its legality.

Owners of content must be aware of their licensing restrictions and usage rights. Due to the use of famous impersonators in video games, there has already been litigation; considering that specific avatars will also have financial worth in the Metaverse, these conflicts could increase enormously ( Nitin, 2022). Therefore, there is a chance that IP's rights will be violated in the Metaverse, concerning works coming from the outside and results coming from within. New original works are being produced within the Metaverse, as witnessed before. Any reproduction or dissemination of this online content by a third party without permission could be considered copyright infringement, as these works are likely to be covered by copyright. The same may occur if a third-party share works created outside the Metaverse-that is, from the real world, such as a painting or photograph-in the Metaverse without the owner of the copyright's consent (or without benefiting from a copyright exception) ( European Innovation Council & SMEs Executive Agency, 2022).

When we discuss copyrights in the Metaverse context, holders may face several difficulties. First, it might be challenging to police copyright violations on the Metaverse. This problem might be solved by including specialized copyright filters in the Metaverse program. However, it is uncertain whether the Metaverse's creators will be able or willing to include such filters. Second, it will be required to ensure that any licenses that content producers have obtained for copyrightable works before the development of the Metaverse permit usage of the work on this new technology. Users of copyrighted content may require comprehensive rights, which could be provided under a copyright license, given the intricacy of the Metaverse.

Additionally, several plaintiffs asserted that Epic Games, Inc., the company behind the online game "Fortnite," had unlawfully copied their dance techniques and included them in the game ( Levan, 2022). Besides, there will be copyright difficulties because the Metaverse assets (content) are user-generated. Transferring users' assets from one Metaverse platform to another is a practical issue that needs to be resolved. This is essential because there will be several Metaverse platforms. Such portability and interoperability call for industry standardizations and judicial enforcement ( Cheng et al., 2022).

Adding to the copyright challenges, intellectual property issues are also quite important. For instance, when a given work in the Metaverse is the outcome of a decentralized collaborative process, it is more challenging to find out who are the producers. Additionally, such ambiguity might alter how courts view fair usage. In the meanwhile, trademark attorneys are concentrating on issues like who should be held accountable when the identity of the infringement is ambiguous, how trademark dilution can occur in the Metaverse, and whether digital assets should constitute "goods" for purposes of the trademark rules ( Clifford Chance Briefings, 2022). Numerous studies have been written on whether artificial intelligence objects should be given separate legal personhood, comparing avatars to artificial intelligence systems in the Metaverse. Integrating artificial intelligence tools with Metaverse makes it extremely complicated. It may be practical to give the avatars in the Metaverse the rights and obligations that a human being would have in real world. Doing this task requires assistance from machine learning algorithms which will allow the avatars to complete routine tasks without human assistance ( Cheong, 2022).

Conclusion

With the help of virtual worlds, new instructional approaches can be developed. This provides the teachers and students with a different way to teach and learn while incorporating both learning models, hybrid and mobile. A new generation of students is now enrolling in universities due to the quick rise in interactive technology use throughout the early years of school. The use of visual imagery and active participation in the learning process has increased recently It also makes it easier for teachers to employ pedagogies like inverted classes and collaborative learning, encouraging flexibility and positive class dynamics. Another thing to keep in mind is the way programming is done. How Metaverses are made, they are scalable, allowing for the incorporation of different ICT resources as well as more interactive elements and the expansion of the created region, which allows for a broader range of applications to be made to suit academic research and leisure needs. Metaverses are scalable, which allows the incorporation of different ICT resources and more interactive elements. They also expand the created worlds, leading to a broader range of applications that meet the academic research needs.

A factor for a novice instructor to consider while interacting with a virtual world is that this may be rapidly altered; all it takes is growing the understanding of ICT tools and their management. As for the student, he adjusts more quickly because he is a digital native and has access to various technological tools that make it easier for him to deal with this resource. In this way, the instructor can make use of this digital resource. As mentioned, with sufficient platform expertise, students and teachers can implement a single study plan, a curricular adaptation, and a methodological adaptation for everyone.

As a result, the design of virtual training spaces must adhere to rigorous and high-quality design standards, just like the design of training spaces in the real world. Doing so, both learners and instructors will maximize their learning in a challenging free environment.

This article also presented the advantages and disadvantage of Metaverse. Briefly advantages are directly related to adding new styles and methodologies of learning that can contribute to better learning environment. On the other hand, the disadvantages are mainly related to infrastructure, ethical concerns and mental health. There are some challenges to incorporating Metaverse in education such as privacy and security issues, device challenges and social and ethical considerations. However, despite of these challenges, the opportunities offered by Metaverse in education are promising. Every new technology will have some drawbacks that can be later researched and fixed.

Future research

The Metaverse environment will significantly contribute to guided and unguided learning processes, educational simulations, social learning environments, and remote learning thanks to its engaging, interesting, and amusing characteristics. It is also evident that new chances can be offered to students with impairments and/or those who have difficulties accessing learning resources in terms of providing equal opportunities in education in a Metaverse setting where physical borders have been abolished. However, incorporating any new technology into the classroom could lead to issues with instructional technology. There are issues with, in particular, how to create efficient instructional designs for the Metaverse environment, how learning will occur, and how to conduct an efficient assessment and evaluation. Therefore, it is necessary to develop a new Metaverse pedagogy.

Since Metaverse is a brand-new technological entity, all parties participating in education must accept its technical framework, including students, teachers, administrators, and school boards. Cultural variations, psychological standards, and social conventions will impact how sound Metaverse technology is received.

As a result, significant consideration must be given to using Metaverse in learning processes.

The components and architecture of the Metaverse have not yet been fully developed and implemented because the concept is new. However, the technology that will involve the sense organs in the process needs to be more helpful and less expensive for learners to live and let this experience fully and satisfactorily in learning contexts. This hardware will take some time to mature and become widely used.

National and international cooperation should be created for Metaverse to function appropriately in learning contexts and make good use of the resources allotted for it. To develop the appropriate technology, software, content, and human resources, academic and non-academic parties must collaborate and carefully organize the process.

Additional Information and Declarations

Competing Interests

The authors declare that they have no competing interests.

Author Contributions

Sanaa Kaddoura conceived and designed the experiments, performed the experiments, analyzed the data, performed the computation work, prepared figures and/or tables, authored or reviewed drafts of the article, and approved the final draft.

Fatima Al Husseiny performed the experiments, analyzed the data, performed the computation work, prepared figures and/or tables, and approved the final draft.

Data Availability

The following information was supplied regarding data availability:

This article is a literature review and has no raw data.

Funding

The authors received no funding for this work.

References

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The rising trend of Metaverse in education: challenges, opportunities, and ethical considerations

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Metaverse is invading the educational sector and will change human-computer interaction techniques. Prominent technology executives are developing novel ways to turn the Metaverse into a learning environment, considering the rapid growth of technology. Since the COVID-19 outbreak, people have grown accustomed to teleworking, telemedicine, and numerous other forms of distance interaction.

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COINCIDENCIAS ENTRE LA ALEGORÍA DE LA CAVERNA Y EL METAVERSO

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COINCIDENCIAS ENTRE LA ALEGORÍA DE LA CAVERNA Y EL METAVERSO

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Realidad Virtual y Educación: Un Encuentro Increíble

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What 20 years of Second Life can teach us about the future of the metaverse

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What 20 years of Second Life can teach us about the future of the metaverse

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Listen to this episode from Radio Davos on Spotify. In 2003 - the a year before a 19-year-old Harvard student called Mark Zuckerberg created Facebook - Philip Rosedale launched Second Life - an online virtual world that looked set to transform the internet.

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MEJORES CURSOS Y EDUCACIÓN SOBRE METAVERSO

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MEJORES CURSOS Y EDUCACIÓN SOBRE METAVERSO

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Mejores cursos y educación sobre metaverso | Blog Juan Merodio

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¿Por qué debes hacer un cursos sobre metaverso? Descubre la importancia de este nuevo escenario de Internet y los mejores cursos.

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¿Tiene sentido construir un metaverso educativo?

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¿Tiene sentido construir un metaverso educativo?

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¿Tiene sentido construir un metaverso educativo?

Recientemente se ha presentado Educaverso, un proyecto para promover el uso del metaverso en el ámbito de la educación. Esta es una iniciativa necesaria porque el sector educativo no puede quedarse al margen de las grandes disrupciones tecnológicas que se están produciendo en el ámbito empresarial. Aunque, sin duda, se puede decir que para aprender no es necesario disponer de un metaverso, sino sobre todo de ganas de aprender, buenos contenidos y buenos educadores, en todo caso resulta muy positivo que un sector tan relevante como este muestre su inquietud por no quedarse fuera de este nuevo espacio digital que comienza a abrirse.

De esta forma, el uso del metaverso en el ámbito de la educación es un paso más entre los que se han venido produciendo en los últimos años en el proceso de digitalización de las escuelas, desde el uso de ordenadores en el aula, la digitalización de los libros de texto o el uso de impresoras 3D y otro tipo de hardware para aprender robótica, programación, diseño, ... Lo que ocurre es que todo estas estas iniciativas se queda exclusivamente en la introducción de la tecnología en el aula pero no dan un paso más allá hacia lo que debería ser una verdadera transformación que promueva el pensamiento digital dentro del sector educativo.

Sobre la transformación del sector educativo hemos hablado en muchas ocasiones en Futurizable y este puede ser un buen momento para recordar que el uso de la tecnología, en este caso el metaverso, es tan solo uno de los elementos que conforman todo proceso de transformación, pero que también resulta muy recomendable introducir el uso de metodologías ágiles y otras metodologías de trabajo innovadoras como el design thinking, apoyarse en el software libre y todo lo que implica el movimiento open source, desarrollar nuevos modelos de negocio digitales, potenciar la innovación abierta y sobre todo poner a la persona en el centro de toda la estrategia.

¿Qué papel puede jugar el mundo de la educación en el metaverso?

Como ha ocurrido en muchas ocasiones, la escuela puede convertirse en el lugar ideal en el que introducir y experimentar con muchas tecnologías que aún no se han hecho populares en la sociedad. De esta forma muchas personas han tenido en la escuela contacto por primera con determinados dispositivos de hardware o herramientas de software, como ha ocurrido por ejemplo recientemente con las impresoras 3D, una tecnología que aún no ha dado el salto a ser usada de manera masiva en el hogar, pero que sin embargo sí que es usada en muchos colegios para trabajar temas de prototipado, diseño, creatividad, ...

Con el metaverso podría ocurrir algo similar, ya que en la mayoría de hogares aún no se cuenta con dispositivos de realidad virtual, aumentada y mixta, la primera vez que muchas personas van a probarlos y usarlos con cierta frecuencia es en la escuela. Pero tenemos que hacer lo posible para que esto no se quede en una experiencia puntual que solo sirve para ser usuarios de la tecnología, por muy bien que aprendamos a usarla, sino que es fundamental que esto nos ayude también a ser protagonistas en el proceso de aprendizaje y sobre todo a convertirnos en creadores del metaverso.

Los niños crean el metaverso

Desde el punto de vista evolutivo el juego ha sido siempre la principal escuela de aprendizaje, sin embargo en las escuelas actuales, como en las de hace un siglo, se juega poco y muchas veces el juego se restringe al momento del recreo, donde el niño realmente no percibe que esté formando parte del modelo de aprendizaje que propone la escuela.

La introducción del metaverso en el ámbito de la educación puede resultar muy provechosa si sirve para rescatar el juego como parte del proceso de aprendizaje de los niños, no solo por el hecho de que el metaverso está intrínsecamente unido con los videojuegos sino porque al ser un nuevo espacio por crear y explorar, puedo ser muy propicio para que todo esto se haga en forma de juego.

Así podríamos observar dos formas de introducir el metaverso en el mundo de la educación. En la primera forma serán los adultos los que hagamos todo y dejaremos al niño como un mero consumidor, de contenidos, de experiencias, de sensaciones, ... e intentaremos llevarnos el modelo educativo actual donde el niño muchas veces es un mero espectador, a un nuevo espacio virtual en el que se replicarán las mismas experiencias frustrantes que se producen en las escuelas cada día. Sin embargo en la segunda forma podemos hacer que el niño se convierta en el protagonista de su proceso de aprendizaje en el metaverso. En lugar de crear escenarios, experiencias y actividades en el metaverso en base a lo que se lleva estudiando toda la vida, expongamos a los niños qué es lo que se espera que aprendan y que ellos mismos diseñen sus propias experiencias de aprendizaje.

Algunas ideas para introducir el metaverso en el ámbito educativo

Con estas premisas veamos qué cosas podríamos hacer para que realmente el sector educativo obtenga un verdadero provecho del metaverso y esto no se quede en una mera estrategia de marketing para que parezca que los colegios son innovadores o se preocupan por el futuro profesional de sus alumnos.

1. El juego debe ser la principal herramienta de interacción en el marco del metaverso educativo. Ya que hemos dicho que los niños deberían aprender jugando y sabiendo que el metaverso en parte surge como una evolución de los juegos multijugador que promueven una experiencia inmersiva, todo lo que hagamos a este respecto debe contener esos elementos en su funcionamiento.

2. El metaverso debe ser abierto. No tiene sentido encerrar a los niños en un único metaverso y limitar sus experiencias de aprendizaje. En los próximos años van a surgir multitud de iniciativas que se denominen como metaverso y sería bueno tener una visión de conjunto considerando lo que pueden aportarnos algunas de ellas y como se van conectando entre sí para obtener el máximo provecho del conjunto.

3. El metaverso debe ser programable. Ya que muchas de las personas que ahora son programadores e incluso dirigen proyectos de tecnología, aprendieron a programar por necesidad, ya que en los primeros ordenadores (spectrum, amstrad, ...) las experiencias con los videojuegos eran muy limitadas y aquel que quería ir un poco más allá se veía obligado a aprender a programar. Del mismo modo podría ocurrir con los metaversos, ya que no hemos logrado que los niños aprendan a programar con Internet, que lo hagan ahora para poder construir sus propias experiencias virtuales en el metaverso.

4. El metaverso debe ser seguro. Considerando que los temas de seguridad y privacidad resultan críticos en todo el ámbito digital, con el metaverso vamos a vivir una situación similar, pero nuevamente tenemos la oportunidad de aprovechar este ámbito de cara a enseñar a los niños la importancia de cuidar estos aspectos y que sean ellos mismos los que trabajen para aprender y desarrollar estrategias a nivel de ciberseguridad, lo cual les resultará tremendamente valioso en el futuro.

5. El metaverso debe ser inteligente. Tal y como explicó David Vivancos en el evento de presentación del Educaverso, no puede concebirse el metaverso sin la Inteligencia Artificial, ya que para que se puedan construir las experiencias reales que simula la realizad virtual, es necesario recurrir a algoritmos de machine learning y otro tipo de técnicas relacionadas. Por esto tenemos una fantástica oportunidad también de que los niños aprendan algunos de los elementos del desarrollo de la Inteligencia Artificial a través del juego que se genera en el metaverso.

6. El metaverso deber ser descentralizado. Porque una de las características principales del metaverso es la creación de su propia economía descentralizada, este nuevo espacio de aprendizaje que se abre ante nosotros es una excelente oportunidad para que cada vez más gente descubra la utilidad que ofrecen las criptomonedas y pueda obtener beneficio de ello en el marco de la Web3, donde una parte importante del negocio que se genera en la red va a ir a parar a sus creadores y dejará de estar acaparado como hasta ahora por parte de las grandes empresas.

Las experiencias como base del aprendizaje en el metaverso

Si hemos dicho que jugar debe ser una parte muy importante en el proceso del aprendizaje, no debemos quedarnos solo en eso, porque aunque el juego pueda tener muchas vertientes también es interesante que se puedan desarrollar modelos de funcionamiento en el marco del metaverso que ayuden a investigar, explorar, construir, debatir, diseñar o comerciar, en definitiva

Cuando basamos el aprendizaje en la experiencia estamos dando importantes pasos para convertir al alumno, al que aprende, en el trabajador, el que hace, lo cual debería sería uno de los grandes objetivos de las instituciones educativas, no solo educar buenas personas sino también formar buenos profesionales. Y si una carencia tiene actualmente el sector de la educación es la distancia que lo separa del mundo laboral, lo cual se ve reflejado de forma preocupante en la gran tasa de paro juvenil que tenemos en España.

No cabe duda de que la tecnología debería ayudar a resolver este problema y el metaverso, como confluencia de tecnologías, puede ser una buena herramienta para lograrlo.

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El metaverso educativo - Futurizable | Sngular

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El uso del metaverso en el ámbito de la educación es un paso más en el proceso de digitalización de las escuelas.

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Explora y crea clases virtuales 3D sorprendentes, configurables y con contenidos de todo tipo para impartir cualquier formación mediante un sistema interactivo y dinámico. Metodología Mirar-Decir-Hacer, se anima a los estudiantes a elegir, explorar, manipular y comprender.

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Crea tu propio metaverso educativo y potencia el aprendizaje enseñando con técnicas de “gamificación”

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Crea tu propio metaverso educativo y potencia el aprendizaje enseñando con técnicas de “gamificación”

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La tecnología ofrece nuevas oportunidades para involucrar a tus estudiantes en un proceso de aprendizaje basado en juegos. Te invitamos a conocer la experiencia de bibliotecarios, académicos y especialistas en educación del Tecnológico de Monterrey.

Esta innovadora actividad educativa inició con un reto en específico: ¿Cómo diseñar una experiencia de aprendizaje digital atractiva que ayude al alumnado a desarrollar habilidades en el manejo de información, fomentando también sus competencias de pensamiento crítico, colaboración y cultura digital?

El objetivo inicial fue facilitar un entorno de aprendizaje para que las y los estudiantes reconocieran el valor de la información; no obstante, durante el desarrollo de la actividad, además descubrieron y apreciaron el valor de la Biblioteca al experimentar una vivencia memorable y aprender unos de otros en un ambiente de colaboración.

Un metaverso para enseñar sobre Biblioteca

La actividad denominada "BeLIEvers: ¿Todo es real?", se llevó a cabo dentro del metaverso educativo del Tecnológico de Monterrey, conocido como Tec Virtual Campus, alojado en la plataforma Virbela. Durante una semana, se llevaron a cabo 15 sesiones sincrónicas con equipos de 10 estudiantes cada una, además de un bibliotecario que actuaba como facilitador y "maestro del juego" ( game master).

La experiencia de aprendizaje se basó en un mundo imaginario donde la información y las noticias falsas se viralizan en línea y se hacen realidad; el desarrollo de habilidades en el manejo de la información es clave para reconocer la desinformación, y detener sus efectos negativos. Así pues, los participantes se integraron como equipo y trabajaron juntos para "salvar al mundo".

Con el objetivo de inspirar a las y los estudiantes para aprender mientras se divierten, utilizamos herramientas bibliotecarias esenciales como base para tres desafíos digitales:

Obtener una contraseña; para ello, las y los alumnos tenían que dominar los diferentes tipos de fuentes de información (primaria, secundaria y terciaria) útiles para determinar relevancia y validez.

Identificar noticias falsas utilizando criterios de evaluación y descifrar un patrón codificado por colores.

Usar estrategias de búsqueda para localizar fuentes confiables en el sitio web de la Biblioteca, para encontrar tres libros perdidos que los ayudarían a escapar.

Con los aprendizajes obtenidos de esta experiencia, nos gustaría compartir los siguientes consejos que podrían ser útiles para quienes estén pensando en "dar el salto" al metaverso con fines educativos, ya sea que utilicen una plataforma de terceros o generen su propio entorno virtual.

1. Comienza con un nivel básico

Por lo general, la primera etapa de un juego sirve como introducción para construir un personaje e informarse acerca de las reglas y elementos del juego. Proporciona a tus estudiantes el tiempo suficiente para personalizar sus avatares, así como un lugar para reunirse, planificar su estrategia de trabajo en equipo, practicar movimientos básicos y experimentar con herramientas de comunicación. Podría decirse que esta etapa es como una "sala de espera", en donde tanto los jugadores nuevos como los experimentados están acostumbrándose a la interfaz, al ambiente virtual y a la tecnología.

2. Considera designar un "maestro del juego"

Aunque los entornos virtuales suelen ser bastante fáciles de usar, tal vez prefieras guiar a tus alumnas y alumnos, y dirigirles hacia los recursos que necesitarán para desarrollar competencias clave. Para ello, puede serles muy útil contar con la presencia virtual y/o disponibilidad de un "maestro del juego" ( game master): piensa en este papel como una especie de mentor virtual, tipo Obi-Wan Kenobi o Gandalf. Puede ser desempeñado por un acompañante virtual o por un experto real en la materia, quien responderá consultas, ofrecerá sugerencias y orientación, grabará las sesiones y evaluará el desempeño y el comportamiento de las y los alumnos.

3. Pasa de contar historias, a vivir historias

La capacidad de sumergirse completamente en el metaverso depende de contar buenas historias. El término 'Storyliving' se refiere a experimentar una historia como participante, en lugar de simplemente leerla o mirarla desde afuera. Para que tus estudiantes logren esto, debes establecer metas memorables y factibles para que las alcancen. Genera la base para toda la experiencia, conceptualizando primero el mundo virtual como una narrativa.

4. Empodera a tus estudiantes

Aunque nosotros somos quienes diseñamos las experiencias, los estudiantes son quienes las hacen realidad. Por lo tanto, trata de empoderar a tus estudiantes con actividades flexibles que les permitan formar sus propias comunidades o equipos sin tener que adherirse a reglas rígidas de interacción. Es probable que desarrollen sus propias costumbres y significados a lo largo del tiempo, desde hacer un "baile de la victoria" hasta crear un vocabulario único para describir su mundo. Puede ser útil llevar un registro de los términos y rituales que tus estudiantes adopten.

5. No olvides evaluar

La eficacia de la experiencia de aprendizaje puede medirse utilizando una estrategia de evaluación. Asegúrate de especificar indicadores clave de desempeño y comportamiento que puedan considerarse al final, tales como las mejores jugadas, logros, aspectos destacados y comentarios. Después de la actividad, realiza entrevistas con los estudiantes para descubrir más sobre lo que aprendieron y qué tan bien funcionó la dinámica virtual.

Un "mundo virtual" de posibilidades para innovar en la educación

¿Qué te parece? ¿Adoptarías este tipo de experiencias para enriquecer el aprendizaje de tus estudiantes? Aunque todavía estamos experimentando con nuevas plataformas y pedagogías, probablemente se requerirán años para aprovechar al máximo el potencial educativo de este tipo de metaversos.

Esperamos que estas ideas y recomendaciones puedan ayudarte a diseñar la base de tu propio proyecto de enseñanza-aprendizaje. Por supuesto, también es clave mantenerse actualizados acerca de cómo aprovechar los aspectos educativos que ofrecen los videojuegos, los mundos virtuales, otros medios y la tecnología. El objetivo es crear nuevas y mejores experiencias de aprendizaje para nuestras y nuestros alumnos, a veces disruptivas, pero a final de cuentas, memorables. Esta es la esencia de la innovación educativa.

Créditos de la actividad "BeLIEvers: ¿Todo es real?"
Agradecemos el apoyo de la Dirección de Innovación Educativa y Aprendizaje Digital del Tecnológico de Monterrey para el diseño de esta actividad: Alberto Rebolledo, Iván García, Carlos Morales, Lilia Calderón, Especialistas de Formación y Referencia a Usuarios; Zaira Rodríguez, Líder de Biblioteca y Región Centro-Sur; Lorena Rodríguez, Líder de Formación y Vivencia en Biblioteca; Vladimir Burgos, Director Nacional de Bibliotecas; Lorena Quilantán, Líder de Diseño de Soluciones; Pedro García, Diseñador Instruccional.

Te invitamos a leer el artículo completo "The library and the metaverse: a match made in heaven" para conocer a detalle todas las recomendaciones de las y los expertos. Accede también a más publicaciones a tu disposición para innovar en tu práctica docente, en el espacio digital THE Campus, del Tecnológico de Monterrey.

Si eres docente del Tecnológico de Monterrey, conoce cómo participar en esta iniciativa, aquí: innovacioneducativa.tec.mx/campus.

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Crea tu propio metaverso educativo y potencia el aprendizaje enseñando con técnicas de "gamificación"

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NOTICIA | Crea tu propio metaverso educativo y potencia el aprendizaje enseñando con técnicas de "gamificación"

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VIDIA te ofrece herramientas para desarrollar tu propio metaverso

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VIDIA te ofrece herramientas para desarrollar tu propio metaverso

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CriptoNoticias - Noticias de Bitcoin, Ethereum y criptomonedas

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NVIDIA te ofrece herramientas para desarrollar tu propio metaverso

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Tras el lanzamiento de una versión beta llamada NVIDIA Omniverse, ahora la empresa impulsa la creación de mundos virtuales de manera gratuita.

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Hablar sobre el metaverso o los metaversos está a la orden del día. Escuchamos como grandes empresas como Facebook o Microsoft están dedicando cada vez más recursos al desarrollo de su metaverso. También sabemos de otros metaversos descentralizados como Sandbox, Decentraland e incluso Roblox. Adicionalmente, vemos a marcas como Nike, Adidas, Ralph Lauren o incluso Gucci están presentes mediante, ropa para los avatares o incluso parcelas enteras tratando de simular tiendas o espacios de ocio.

Pero de ahí surge la duda: ¿Solo las grandes marcas pueden tener presencia en el metaverso? ¿Puedo diseñar en el o los metaversos? ¿Qué programas o plataformas hay para poder diseñar en el metaverso? ¿Qué puedo diseñar en el metaverso? Y Finalmente, ¿Puedo poner a la venta lo que creado?

Si estás pensando en saber más acerca de generar activos en el metaverso y que estos puedan venderse, no te pierdas este artículo sobre los programas o plataformas para diseñar en el metaverso. O si quiere invertir en el metaverso, descubra cómo hacerlo en nuestra entrada del blog

¿Cómo funciona? ¿Cuál es la mecánica?

En general la mecánica es sencilla. Creas el objeto, avatar o juego en el metaverso a través del programa de diseño propio de la plataforma en cuestión. Lo subes a tu wallet y si quieres venderlo le pones un precio en la moneda propia de este metaverso que por consiguiente se puede cambiar por dinero real.

Y ahora nos preguntamos... ¿Y la gente realmente muestra interés por adquirir este tipo de objetos, prendas, avatares o jugar a estos juegos? La respuesta es un sí rotundo.

Zepeto, el metaverso centralizado asiático que te permite crear y vestir a tu propio avatar y que ya ha vendido 1600 artículos digitales de moda...

Un claro ejemplo es Monica Louise, una joven diseñadora de ropa digital que ha alcanzado las seis cifras de sueldo gracias a vender ropa y complementos para los avatares en el metaverso asiático Zepeto.

De hecho los vestidos tops y otros artículos que Louise vende lo hace con la propia moneda del metaverso llamada zems, que los usuarios interesados compran por dinero real. Los creadores reciben aproximadamente 106 dólares por cada venta de 5000 zems.

Y es que en Zepepto por poder puedes crear desde piezas y complementos de moda hasta mundos enteros para que otros usuarios los exploren y jueguen.

Descubre más ejemplos de Metaverso en nuestra entrada.

Por tratar de dar un poco de contexto, Zepeto:

Cuenta con aproximadamente 250 millones de usuarios

Una media de 2 millones usuarios activos

Público mayormente asiático

Con un 70% de mujeres

Y la media de edad es de 15-25 años

En Zepeto los avatares tienen que llevar ropa, algunas son gratis otras se pueden adquirir por gemas intercambiables por dinero. Según Business Insider Zepeto ha vendido 1600 millones de artículos de moda.

Y es que es interesante porque vemos a empresas como Ralph Lauren y Zara que hacen más accesibles sus productos en el mundo digital y eso tiene su atractivo. Podemos comprar unas gafas de Zara para nuestro avatar por (7 gemas= 49 cts.).

Pensándolo bien, es muy interesante como marcas de este calibre tienen presencia en estos mundos, al final tratan de ser accesibles en estos mundos y de esta manera estar presentes en las nuevas generaciones. Dicho por uno de los jugadores "Hay prendas que no puedo permitirme en el mundo real, pero en el mundo digital puedo comprarlas todas. Creo que ese es un factor enorme por el que me atrae mucho esto".

Otro ejemplo lo encontramos con la colaboración que hizo con Toy Story y que pretendió ir un poco más allá. Montó un espacio dentro de la plataforma que mediante un simple juego de disparar conseguías objetos de la firma como prendas y objetos de decoración.

Ya sea a través de complementos o de objetos, Zepeto propone a los diseñadores un sinfín de posibilidades especialmente para los diseñadores de moda.

Y nos pasamos a Decentraland donde según ellos puedes "crear, explora y comercializa en el primer mundo virtual propiedad de sus usuarios".

Básicamente, es una plataforma virtual donde vas a poder comprar espacios para construir sobre ellos, organizar eventos y otras acciones. Cuando compras una Land, tú eres el dueño del contenido o lo que pasa en ese territorio y nadie más. Para ello puedes adquirir bienes o crearlos para crear experiencias únicas.

¿Cómo puedo crear/diseñar en Decentraland para luego coleccionarlos y transaccionarlos?

Pues como siempre tienes un entorno propio llamado builder en el que:

Partiendo de lo más básico puedes crear objetos, arte para tus parcelas

También puedes crear parcelas o subparcelas para ponerlas en tu Land y venderla a otros usuarios.

Incluso también puedes alquilar tus parcelas como si fuera un piso real

E incluso crear eventos para que los usuarios visiten tus parcelas, a cambio de una entrada, dónde por ejemplo se pueden hacer subastas

Y hablando de eventos... ¿Qué marcas tienen presencia en este metaverso?

La compañía UNDX (marketplace de lujo) está organizando para los días 24 y 27 de marzo la primera semana de la moda. Le acompañan marcas como Balenciaga, Ralph Lauren, Gucci o Dolce & Gabbana ya han confirmado su presencia. La idea es mostrar y vender sus piezas.

UNXD ya trabajó con Dolce & Gabbana en el pasado, para el lanzamiento de la colección NFT llamada Collezueone Genesi, concreto en septiembre. Esta venta de lanzamiento alcanzó los 5.6 millones de dólares.

De hecho, Decentraland ha pedido a los diseñadores, marcas y amantes de la moda que tengan sus colecciones virtuales listas para presentar en el metaverso. Y es normal, que haya un hype de consumo en moda debido a este evento. ¿Por qué no poner tus diseños más novedosos a la venta y aprovechar esta oportunidad?

Finalmente, y esto ha sido noticia de última hora, se confirma que Decentraland se una al dónde de desarrollo de blender (programa multiplataforma dedicado al modelaje 3D). Esto hace que Decentraland sea el primer proyecto nativo en patrocinar este fondo de desarrollo.

Nos pasamos a Sandbox... el todo en uno para los diseñadores del metaverso

Este metaverso ofrece una amplia gama de servicios de diseño muy monetizables, podrás:

Crear y anima tus propios NFTs descargando su programa Vox edit y venderlos en su propio marketplace de Sanbox.

También podrás crear y personalizar tu Avatar, mejorar tu equipo y prepararte para jugar con tus amigos en el metaverso de The Sandbox.

Y finalmente, crear videojuegos a través del Game Maker. Puedes crear tu propio videojuego sin necesidad de saber programar y ganar dinero. Aquí aplica el famoso Play to Earn, es decir cuantos más usuarios jueguen más monedas o criptomonedas del propio metaverso obtendrás y estas podrán ser intercambiadas por dinero real.

Diseñar en el metaverso, en resumen

Si eres diseñador de cualquier tipo, tienes que estar atento a cómo tu profesión se podría replicar en este mundo, ya que hemos visto que hay un sinfín de posibilidades. De hecho a día de hoy, y tal y como hemos comentado el metaverso está generando muchísimo dinero con la venta de ropa digital. Pero no solo eso, también vemos como podemos crear experiencias inolvidables ya sea a través de exponiendo nuestro NFT o proporcionando diversión a través de la creación de videojuegos sin apenas tener la necesidad de programar. De hecho se dice que en 2025 seremos capaces de realizar en el metaverso hasta el 50% de las tareas que realizamos habitualmente. Ya sea trabajar, ir a un concierto o ir de compras entre otras. Teniendo en cuenta todo lo mencionado anteriormente, diseñadoras/es no dejéis pasar esta oportunidad.

Las grandes firmas de todo tipo vas a buscar perfiles que ayuden a replicar los productos o servicios que hoy ofrecen en el mundo habitual. ¡Contacta con nosotros para tener más información!

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Diseñar en el metaverso - CRONUTS.DIGITAL

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Te explicamos todo lo que tienes que saber sobre diseñar en el metaverso y sobre cómo lo están haciendo las empresas líderes.

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Ultra | Application Ecosystem for Gamers

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Featuring a games store, a digital asset marketplace, and a tournament platform, Ultra is the all-one-one solution for gamers. Download Ultra and take your gaming to the next level.

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A grand strategy game of space exploration, territorial conquest, political domination, and living among the stars.

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Land is a major resource in My Neighbor Alice as much of the gameplay revolves around it. It'll be a canvas for you to customize and express yourself!

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One of the magical things about using the blockchain, and some would say its primary benefit, is the idea of true ownership. The meaning of true ownership has evolved along with blockchain technology itself. At Upland, we define it as the notion that no one can control your in-game assets aside from you. When you reach Uplander status (10,000+ UPX net worth), an EOS blockchain account is automatically created for you. This is a real EOS account, just like you could create anywhere else. The private keys to that account are generated from your email/password combination, and are not stored on our servers. Though the Upland system helps you manage your EOS account, we can not control your in-game assets even if we wanted to, nor can anyone else. The account is yours forever and the assets inside it are yours forever.

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One of the magical things about using the blockchain, and some would say its primary benefit, is the idea of true ownership. The meaning of true ownership has evolved along with blockchain technology itself. At Upland, we define it as the notion that no one can control your in-game assets aside from you.

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Metaverse is not the future, it’s the present. Find Your nearest location now and get scanned into the digital space.

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Welcome to the world of Illuvium
Get your Beta Code now!

A decentralised studio building the world's first Interoperable Blockchain Game (IBG) universe including an open-world exploration game, industrial city builder, and autobattler, all on the Ethereum blockchain.

Join a graphically-rich sci-fi adventure, explore 7 dazzling alien landscapes and conquer the wilderness to uncover the cataclysmic events that shattered Illuvium and help your crash-landed crew flourish!

A universe of games

Experience the interlinked universe of Illuvium through three games and counting

Collect Them All

Discover, hunt and capture over 150+ Illuvials, deadly beasts who rule this alien world-each possessing powerful abilities and synergies. Train your Illuvials to increase their power and fuse them together to create ascended forms, as you build the perfect Illuvial team.

True Ownership for Players

Leveraging the power of Blockchain Technology, Illuvium gives you complete ownership over your in-game assets. Every Illuvial you capture, every weapon you forge, every suit you own... all your hard earned assets are stored in one place, your Ethereum wallet.

Each asset is verifiable on the Ethereum blockchain, proving your ownership. By giving true custody to the player-versus belonging to the game-you have the power to collect and trade in-game items and collectables in the marketplace at your discretion.

Find the latest news!

Navigate to the Illuvium News Hub to view all of the latest blog posts, updates, and announcements!

Subscribe

Subscribe to be the first to know about Illuvium's development updates, giveaways, events and more!

Illuvium is a decentralised autonomous organisation (DAO) with a global reach, boasting over 150 dedicated contributors and thousands of empowered token holders.

Driven by collaboration, our goal is to provide an unparalleled experience to players, and we're dedicated to making it happen.

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Illuvium, the world's first IBG (Interoperable Blockchain Game) is an upcoming open-world exploration, NFT creature collector and autobattler game built on the Ethereum blockchain. Join a graphically-rich sci-fi adventure and conquer the wilderness to help your crash-landed crew flourish!

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Sorare is a next-level fantasy sports game where you collect and compete with ownable digital player cards to win epic prizes. No matter where you finish, you own your cards forever.

Scroll down to see what sets us apart from other fantasy games.

Premier League

NBA

MLB

LaLiga Santander

Bundesliga

Serie A

Major League Soccer

Eredivisie

Cinch Premiership

Create your fantasy roster by scouting and collecting digital player cards. Set your starting lineup and play in twice-weekly competitions for prizes based on your players' real-life performance.

Sorare's skill-based game rewards your sports knowledge and lineup strategy.

Buy, sell, and trade digital player cards on Sorare's live Marketplace - which features thousands of players - week over week and season over season. Improve your lineups by adding top performers for an immediate roster boost, or next-generation stars for long-term production.

Learn the game in our beginner competitions and level up. As you progress and climb leaderboards, you'll collect higher-level player cards to compete in advanced contests with bigger prizes. Sorare competitions are free to play.

Compete for prizes such as ETH, Sorare player cards, game tickets, gear, apparel, and access to players and VIP experiences.

Winners of top competitions receive once-in-a-lifetime rewards.

Exclusive Access + Epic Prizes

Here's a sample of one-of-a-kind rewards recently won by Sorare Managers.

Recent competition winners

Cap 240 - Limited

Limited Contender

227.023 PTS

Rare All Star

383.843 PTS

See all upcoming competitions

Choose your sport

Football

Featuring over 300 officially licensed soccer clubs

NBA

Featuring all 30 NBA officially licensed teams

MLB

Featuring all 30 MLB officially licensed clubs

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Play Sorare fantasy football, NBA, MLB w/ownable player cards * Sorare

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Play Sorare's free fantasy football, MLB & NBA games. Collect, buy, sell and compete with ownable digital player cards to win rewards.

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Make new friends, explore diverse events, and spark your creativity in a virtual world built and owned by its community.

Decentraland Emotes are now more expressive than ever. With the addition of props and sounds, your digital persona just became more fun, and life in Decentraland even more engaging!

Turbo charge your creativity with Smart Wearables, enabling unique experiences that travel with your avatar as they explore Decentraland.

Out now, the latest version of Decentraland's SDK improves usability, performance, and portability, bringing creators one step closer to the dream of code-free creation.

J o i n a o f & i n a w o r l d o w n e d a n d b y y o u .

Decentraland is a world built by YOU where the only limit is your imagination. Create and sell Wearables & Emotes, construct captivating scenes and interactive experiences, or set up a personal space in your own World.

The dynamic, virtual social world of Decentraland is home to a vibrant community hosting diverse daily events, ranging from parties, art exhibitions, fashion shows, music festivals, and more to interactive experiences from renown brands like Netflix, Doritos, and Samsung. Make friends, play games, explore, and discover all Decentraland has to offer!

As a fully decentralized metaverse, Decentraland is owned and governed by its users. Join the Decentraland DAO to submit and vote on proposals that affect how the world operates or secure funding for your ideas by applying for grants.

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Learn more about Decentraland

Frequently Asked Questions
see more

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Explore the first decentralized metaverse that is built, governed, and owned by its users. Discover different districts, meet people, party at events, and more!

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14 Metaversos en los que ya se puede entrar en 2023

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14 Metaversos en los que ya se puede entrar en 2023

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Lo que comenzó como un concepto en la industria del juego ha dado paso a un universo 3D totalmente diferente conocido como Metaverso. Y todas las empresas del sector tecnológico o del entretenimiento quieren una parte de él.

Nos estamos adentrando en una era surrealista del mundo digital. Tecnologías como la inteligencia artificial y la realidad aumentada han tomado el mundo por asalto.

El metaverso es un mundo que no existe, pero que usted ve y experimenta de todos modos porque todo es virtual. Si le cuesta entender este dato, recuerde películas de ficción como Matrix y Ready Player One. Recuerde cómo en Matrix, en cuanto se enchufaban, se sumergían en mundos totalmente distintos, que funcionaban de formas desconocidas para las realidades del mundo en el que vivimos.

Todo el mundo en este mundo ansía experiencias frescas y nuevas; esto ha dado lugar a un concepto totalmente nuevo de entretenimiento conocido como experiencia inmersiva, que es el principio y la biblia del Metaverso. Con sólo pulsar un botón, puede experimentar lo que se siente en las selvas del Amazonas o cómo habría sido la vida en el antiguo Egipto.

Según un reciente estudio de mercado, se informó de que el mercado mundial de la realidad virtual aumentada y la realidad aumentada está valorado en unos 2.600 millones de dólares en 2018 y se espera que crezca hasta casi 815.000 millones de dólares en 2025.

En este artículo hablaremos de los Metaversos más significativos en la actualidad, que le proporcionarán experiencias de inmersión fuera de este mundo que nunca antes había vivido.

Así pues, esté atento a estos 14 Metaversos principales.

Caja de arena

El Sandbox es un metaverso de juego descentralizado NFT basado en Ethereum. Esta plataforma permite a los jugadores expertos en tecnología crear, vender, comprar y monetizar sus NFT de realidad virtual.

Es una plataforma impulsada por la comunidad, y los creadores pueden monetizar a través de sus creaciones y experiencias de juego en la blockchain. El Sandbox ofrece total libertad para mostrar y comercializar su creatividad e innovación dentro de su Sandbox. Podrá organizar fiestas, montar exposiciones, crear su propio terreno y mucho más.

El Libro Blanco del Sandbox es el lugar perfecto para conocer todo lo que debe saber sobre la plataforma. Los clientes del Sandbox, denominados poseedores de arena, participan en la gobernanza de la plataforma a través de una organización autónoma descentralizada, haciendo que el funcionamiento del ecosistema sea lo más transparente posible.

El Sandbox es una virtud; un mundo en el que los jugadores/participantes pueden construir, poseer y monetizar toda su experiencia de juego en la blockchain de Ethereum utilizando SAND, el token gestionado por la plataforma.

Decentraland

Decentraland es una plataforma donde se puede crear, comerciar, monetizar y explorar el mundo virtual que los usuarios también poseen.

Con Decentraland, podrá crear y poner a prueba los límites de su imaginación, que, la mayoría de las veces, superará construyendo escenas, obras de arte, desafíos y mucho más. Es posible utilizando la sencilla herramienta de construcción disponible en la plataforma. El sitio web lo tiene todo para todo tipo de creadores; por ejemplo, la plataforma ofrece las herramientas más sofisticadas y solicitadas para hacer que su ecosistema sea más interactivo mediante el relleno de juegos sociales y aplicaciones multimedia.

Puede que el metaverso sea virtual, pero sigue siendo un universo, y qué sería del universo si no le permitiera comunicarse, interactuar y conectar con otros miembros del verso. En Decentraland, tiene la oportunidad de explorar las Tierras creadas por otros usuarios y aprender un par de cosas, a la vez que se entretiene con experiencias completamente hipnotizantes y nunca vistas.

También podrá comprar y vender Land, activos como Avatares, wearables y nombres en el Mercado de Decentraland, que permítame ser el primero en decirle que es el lugar más emocionante y entretenido. Podrá almacenar los últimos y mejores bienes y parafernalia digitales respaldados por la cadena de bloques Ethereum.

La Decentraland también organiza eventos mundiales para acercar lo mejor del Metaverso a todo el mundo. Algunos de los más completos organizados por la plataforma incluyen Magic Hours, Australian Open Metaverse, Boxhead Friends y Drop. Buffalo Metaverse Tour y muchos más.

Axie Infinity

La plataforma de Axie Infinity no entona ni un ápice, lo que cabe esperar en su Metaverso. Le dan la bienvenida robots voladores, mutantes que blanden martillos, bestias voladoras y seres que nunca ha visto antes. A medida que se adentra un poco más, los estandartes medievales cambian por completo el ambiente y le toman por sorpresa.

Axie Infinity es ante todo un universo de juego repleto de emocionantes criaturas conocidas como Axies. Los jugadores pueden acariciarlas y utilizarlas en su beneficio para construir, expandir o defender su universo, durante las batallas y las guerras. A simple vista, el universo se parece a cualquier juego multijugador en línea en el que los principiantes completan misiones para ganar experiencia y los jugadores de niveles avanzados declaran conflictos y guerras entre sí utilizando estrategias y tácticas complejas para conseguir su botín.

Sin embargo, la diferencia crítica entre Axie y cualquier juego tradicional es que el diseño económico blockchain de la plataforma permite al jugador crear una economía compleja dentro del universo del juego que es codependiente entre sí. A medida que los jugadores avanzan hacia la fase avanzada, cosechan los beneficios de estas economías como recompensas y recursos potenciales que tienen un valor monetario real debido al sistema económico abierto del juego.

Si le encanta jugar al fútbol en línea, entonces Sorare es justo lo que necesita. Ofrece tarjetas digitales coleccionables para conectar el comercio con otros usuarios en el mercado abierto del portal. En Sorare, podrá vivir el fútbol como nunca antes, llevando la fantasía a la realidad con sólo pulsar un botón.

También puede construir y gestionar su plantilla, utilizando estrategias nunca vistas, crear alineaciones y ganar puntos en función de las actuaciones de los jugadores en la vida real. Haciendo todo esto, llegará a la parte de la experiencia una conexión más profunda con el fútbol mientras ve al elegido hacer historia sobre el terreno de juego.

Y espere, eso no es todo; en función de su rendimiento en la liga fantástica, obtendrá recompensas con ofertas y premios semanales mientras demuestra su valía compitiendo contra otros entrenadores y subiendo de división para vencer.

Sorare cuenta con más de 215 clubes con licencia oficial (la lista incluye clubes como el FC Barcelona FC Bayern Munchen) en la plataforma, a los que se unen nuevos clubes cada semana, lo que hace que todo el ecosistema sea interesante, entretenido y competitivo al mismo tiempo.

El Juego en Sorare es un juego promocional gratuito organizado en varios torneos para promover la actividad principal del organizador, crear el mejor equipo que represente a jugadores de fútbol profesionales. El mejor equipo se decide mediante un sistema de puntos único que tiene en cuenta las actuaciones reales de los jugadores en la vida real durante el torneo. Los detalles sobre los partidos y lo que depara están disponibles en su página Reglas del juego.

Illuvium es un juego de aventuras y coleccionismo RPG totalmente descentralizado construido sobre la blockchain Ethereum y la red inmutable X L2. Los jugadores recorren vastos y variados paisajes para cazar y capturar criaturas mágicas parecidas a deidades llamadas Illuvial.

El juego cuenta con una interesante línea temporal para el Metaverso, que ofrece a los jugadores una delicia de narración y diseño de vanguardia, convirtiendo todo el juego en una experiencia inmersiva para los jugadores.

El juego ha dado en el clavo, con jugadores reales e importantes actores corporativos dispuestos a asociarse con Illuvials en diversas capacidades. Están impresionados por su trayectoria y creen en la promesa de la plataforma. Entre ellos se encuentran Bitcoin.com, Immutable X, Lotus Capital, Influx, Blockchain Game Alliance y muchos más.

Illuvium se diferencia del resto de plataformas de juego descentralizadas porque no cobra comisiones GAS cada vez que se completa una transacción peer-to-peer. La integración con Immutable X le permite mantener de forma segura la custodia de sus activos a la vez que paga cero tasas GAS por transacciones instantáneas.

En Illuvium, puede construir y hacer crecer su equipo reclutando y desafiando a otros jugadores. A medida que supere a sus oponentes con su rápida respuesta y maniobra estratégica, ganará $ILV, una criptodivisa también creada por la plataforma y valorada actualmente en $589 ¡y que tiene una capitalización de mercado líquida diluida de más de 5.000 millones de dólares!

Metahero es diferente de todos los metaversos sobre los que hemos leído hasta ahora. Metahero, de Wolf Digital World, es en cambio la puerta de entrada al metaverso. Impulsa la tecnología de metaescaneado Ultra-HD y cuenta con un potente cripto token que responde al nombre de $HERO.

Metahero pone sobre la mesa lo más genial del mundo virtual. Me gustaría que pusiera en marcha sus recuerdos de Ready Player One y recordara los impresionantes avatares y artilugios utilizados por los jugadores en el mundo virtual. Del mismo modo, Metahero ofrece tecnología de escaneado y modelado en 3D.

Esta sofisticada tecnología puede generar avatares 3D ultrarrealistas y objetos virtuales para su uso en juegos, RV, medios sociales y moda en línea. Esta tecnología también permite crear NFT a partir de obras de arte y objetos de colección del mundo real.

https://www.youtube.com/watch?v=T-kOuNePMPo

Hay nombres bastante grandes en la lista de socios de la plataforma, con Tencent como socio de marketing, KuCoin y Kanga Exchange Listing Partner, y ha aparecido en Yahoo Finance, Business Insider, Cointelegraph, MarketWatch, BSC News, Crypto Daily y Forbes.

Upland es el nuevo metaverso NFT mapeado en el mundo real. Se está convirtiendo rápidamente en la economía basada en blockchain más significativa y dinámica del metaverso. El juego le permite comprar, vender e intercambiar propiedades virtuales mapeadas a direcciones confirmadas. Puede construir su casa, montar un negocio y ganar monedas UPX vendiendo sus propiedades en un mercado libre y abierto.

Upland ha tomado internet por asalto y prospera gracias a la libertad que proporciona a sus jugadores. Podrá conectar con otros jugadores, llamados uplanders, para desarrollar barrios, aprender estrategias de juego y colaborar y pasar el rato en los espacios de encuentro de los metaversos.

La popularidad del juego es tal que ha recibido cobertura en casi todos los medios de comunicación impresos y visuales importantes de EE UU. Ha recibido financiación millonaria a lo largo de los años, la más reciente de 18 millones de dólares con una valoración de 300 millones. El juego ha sido mencionado en importantes portales de medios como Forbes, VICE, Decrypt, VentureBeat, coin desk, Bitcoin.com y muchos otros.

Mi Vecina Alice

A primera vista, My Neighbor Alice recuerda a Farmville, pero tiene mucho más que ofrecer que este último. Se trata de un juego multijugador de granja y construcción basado en blockchain al que juegan millones de jugadores en todo el mundo. Utilizando el token Alice, puede comprar, poseer y vender islas virtuales, conectarse y construir objetos emocionantes y conocer nuevos amigos.

El juego ha sido popular desde sus inicios, y todos los grandes actores del campo de la tecnología quieren una parte de él. Entre ellos se encuentran gigantes como NGC, ChromaWay, Genesis Block, ASYMM Ventures, box Mining, Kyros Ventures, The Sandbox, Blockchain Game Alliance, Bounce y muchos más.

Hablemos de la tecnología utilizada detrás de este hermoso juego. La infraestructura de backend de juego de Alice se basa en Chromia. El backend es una base de datos relacional blockchain de Chromia que se utiliza junto con Unity para el funcionamiento de las cuentas, la transferencia de tokens y el progreso de los datos relacionales.

Sin embargo, el front-end de este juego está desarrollado en Unity, asegurando que la experiencia de los usuarios sea fluida y centrándose en los bucles del juego. Las actividades diarias con la retención de jugadores no se ven comprometidas.

El Metaverso de Bloktopia comprende bloques inmobiliarios virtuales, disponibles para los poseedores de fichas de bloque. El Metaverso es un Rascacielos virtual de 21 niveles dispuesto para acceder como eje central de toda la información y tipos de experiencias criptográficas. Construido sobre los principios de Aprender, Ganar, Jugar, Crear, el Metaverso ofrece una gama de experiencias y vías para la generación de ingresos mediante múltiples flujos de ingresos, presumiendo de ser una tierra de oportunidades de aprendizaje.

Bloktopia se ha asociado con Venly, Anzu, Babylons, polygon y Zokyo y ha recibido a Animoca Brands como principal inversor y a MagicFew como socio de marketing.

Otras plataformas prominentes que han encontrado asociaciones con Blocktopia incluyen algunos de los principales actores de la industria, que incluyen Bitboy Brpto, Genblock Capital, Polygon, AU21 Capitol, Magnus Capital, y muchos otros.

Ertha es principalmente un juego de exploración, pero tiene muchas variables que hacen que la experiencia dentro del juego sea emocionante y entretenida. Está diseñado para reproducir entornos de la vida real, simulando las acciones de las personas para ganarse la vida. El globo de Ertha cuenta con 350.000 parcelas HEX que pueden comprarse como NFT.

En diciembre de 2021, el renombrado Metaverso obtuvo una inversión récord de 5,4 millones de dólares y se convirtió en uno de los principales actores de las industrias del blockchain y del juego.

Star Atlas ofrece una experiencia de ciencia ficción totalmente nueva, rompedora y futurista que utiliza la tecnología más avanzada, como la Nanite de Unreal Engine 5, para lograr unos efectos visuales envolventes y una calidad cinematográfica. La tecnología gráfica Nanite se lanzará al mundo en 2021.

Utilizando la compresión Nanite, el juego ha desarrollado la capacidad de simular entornos en tiempo real con la capacidad de gestionar miles de millones de polígonos.

Es bastante popular entre los entusiastas de la ciencia ficción, y el juego ha sido un éxito desde el día de su lanzamiento. Ha recibido financiación de los principales inversores del espacio metaverso y cuenta con la cobertura de los principales portales de medios de comunicación que cubren de cerca el desarrollo en el espacio metaverso.

Espacio Somnium

Soumnium Space es un espacio abierto de Realidad Virtual construido sobre blockchain conformado íntegramente por jugadores. El espacio ofrece a sus jugadores la posibilidad de fabricar, comprar e importar NFT para su uso y monetización instantáneos. El juego está disponible en los principales cascos de realidad virtual para PC como Oculus, HTC, VIVE, HP y Valve.

La visión detrás de la empresa es crear un mundo completamente nuevo para el siguiente nivel de comunicación, comercio electrónico y entretenimiento. El juego lo ofrece todo para todos. Los principiantes pueden explorar las infinitas oportunidades que les ofrece el juego. En cambio, los jugadores avanzados pueden subir avatares de cuerpo entero y completar escenas en las parcelas de tierra dentro del Espacio Somnium.

Ultra es diferente en muchos aspectos de las plataformas sobre las que hemos leído hasta ahora. Para miradas donde el resto de plataformas le ofrecen, aunque una experiencia inmersiva, sin embargo pero en un metaverso singular. Mientras que con Ultra, podrá experimentar varios servicios de la industria del juego bajo un mismo techo, y todos ellos accesibles a través de un único inicio de sesión, ¡una locura, verdad!

Podrá descubrir, comprar y jugar a juegos, ver retransmisiones en directo, interactuar con sus influenciadores, participar en concursos, ganar torneos y mucho más. Todos los contenidos adquiridos en la plataforma son bienes digitales en cadena, lo que significa que usted tiene tanto control sobre ellos como podría haberlo tenido si hubieran sido físicos, y otra cosa que los hace aún mejores que sus bienes físicos es que son fácilmente móviles.

Minas de Dalarnia

Mines of Dalarnia es un juego de aventuras repleto de acción en el que los jugadores minan, colaboran y combinan sus fuerzas y activos en su camino hacia la mejora de sus habilidades y el desbloqueo de secretos y objetos raros del juego. Los minerales extraídos podrán utilizarse para mejorar a su personaje y subir de nivel a medida que suba de nivel en el juego.

A lo largo de los años, el juego se ha ganado una base de fieles seguidores y es una comunidad muy unida con desarrolladores, jugadores, partes interesadas e inversores en canales de comunicación adecuados. El juego ha acumulado financiación de inversores como Animoca Brands, Binance Smart Chain, Bitscale Capital, Chromia y muchos otros.

Resumiendo

Ahora que ha repasado casi todos los actores principales de la industria del entretenimiento metaverso, es posible que haya podido despejar algunas dudas sobre este fascinante tema.

La interminable lista de criptodivisas que ve en Binance y otras plataformas de intercambio son tokens creados e impulsados por la tecnología que hay detrás de estos emprendimientos metaversos. Así que la próxima vez que quiera comprar alguna de ellas, investigue a fondo los libros blancos de la empresa que hay detrás.

Y sobre la lista, como ya hemos comentado, elija su favorita, súbase al carro del metaverso antes que el resto del mundo, y haga su dinero mientras se entretiene.

Quizá le interese leer:
Top Metaverse Companies y el camino por recorrer. Top Metaverse Crypto Tokens to Invest in.

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14 Metaversos en los que ya se puede entrar en 2023

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Lo que comenzó como un concepto en la industria del juego ha dado paso a un universo 3D totalmente diferente conocido como Metaverso. Y todas las empresas

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Las 10 mejores herramientas de desarrollo de metaverso en 2023

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Las 10 mejores herramientas de desarrollo de metaverso en 2023

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Un mundo virtual desarrollado y mantenido por programas de computadora se conoce como el metaverso. Es un entorno digital donde los usuarios pueden comunicarse con otros usuarios y elementos y entornos virtuales en tiempo real. Los juegos, la socialización y otras actividades que normalmente se realizan en el mundo físico se están volviendo comunes en el metaverso.

Los desarrolladores requieren herramientas especializadas para crear encuentros inmersivos e interactivos en el metaverso. Estos programas ofrecen la funcionalidad requerida para desarrollar entornos 3D, producir modelos y animaciones 3D y agregar aspectos interactivos como mecánicas de juego. En esta publicación de blog, le presentaremos a los mejores once desarrollo del metaverso herramientas actualmente en el mercado.

La Unidad

Para crear experiencias inmersivas en mundos virtuales, muchos desarrolladores utilizan el juego de unidad herramienta de motor y metaverso. Es una herramienta sólida con muchas funciones para crear entornos 3D, modelos 3D y animaciones, además de agregar mecánicas de juego y otros aspectos interactivos.

La interfaz fácil de usar de Unity, que permite a los desarrolladores comenzar rápidamente, es una de sus principales ventajas. También cuenta con una importante comunidad de desarrolladores que intercambia información y herramientas, lo que beneficia a las personas que apenas están aprendiendo sobre Engine.

webaverse

cualquiera puede crear virtuales interoperables entornos que utilizan el marco de metaverso Webaverse de código abierto. El marco tiene como objetivo distribuir el poder para que los consumidores y los artistas, en lugar de un pequeño número de poderosos empresas de tecnología, sosténgalo. Es un web3 motor de metaverso que se ejecuta en un navegador y se utiliza para crear y administrar juegos virtuales. Los cascos de realidad virtual son solo uno de los muchos dispositivos que pueden navegar por Webaverse. Utiliza componentes y tipos de archivo WebGL, Three.js y WebXR de código abierto.

Hypercube

Una herramienta de metaverso gratuita y de código abierto para crear redes de metaverso descentralizadas se llama Hypercube. Tiene fuertes poderes computacionales y de almacenamiento para AI, AR, VR y desarrollo del metaverso aplicaciones Sus posibles usos incluyen la gestión de HyperVerse, una configuración de realidad extendida comparable al metaverso.

Decente y

Construido sobre Ethereum, Decentraland es una red de metaverso de mundo abierto en 3D de una sola capa que es completamente propiedad del usuario. La plataforma está dividida en cuadrados iguales. El término "tierra" se usa para describir cada coordenada. Los tokens LAND, Estate y MANA permiten a los usuarios crear sus entornos, mercados y aplicaciones.

JanusWeb

Usando WebGL o Three.js, JanusWeb es un código abierto fácil de usar plataforma metaverso para crear experiencias 3D para navegadores en línea. Este marco permite la creación de imágenes 3D para dispositivos móviles, PC y VR mediante la fusión de JavaScript y HTML. Aunque XREngine, que pretende ser una plataforma general de desarrollo de metaverso, tiene más limitaciones actuales que JanusWeb, esta plataforma aún es una plataforma a considerar si la creación de mundos tridimensionales es su objetivo principal.

Batidora de vaso - Blender

Blender es una herramienta de metaverso de producción de contenido 3D gratuita y de código abierto que se utiliza para modelar, emitir, simular, animar, detectar movimiento, visualizar, desarrollar juegos y otras tareas. Es la plataforma de referencia para construir y personalizar gráficos en 3D. Esta multiplataforma herramienta de metaverso funciona en Linux, Windows y Macintosh.

API del dispositivo WebXR

WebXR Device API es un marco de desarrollo de metaverso que proporciona una API estándar que permite a los programadores crear aplicaciones en línea de metaverso que se conectan sin problemas con el hardware AR/VR. Funciona con varios sistemas VR/AR, incluidos Oculus Rift, Samsung Gear VR, Daydream, etc. Se emplea con frecuencia para crear juegos VR de primer nivel, representaciones 3D, perspectivas de 360 ​​grados y otros propósitos.

Amazonas sumerio

Amazon Sumerian es una herramienta de diseño para desarrollar y ejecutar aplicaciones 3D, AR y VR basadas en navegador. Usando Babylon.js, desarrolla escenas 3D y incorpora en sitios web nuevos o preexistentes. Las aplicaciones escritas en Babylon.js y Three.js se pueden combinar con hosts sumerios de código abierto en GitHub. AWS Lambda para ejecutar código, AWS IoT para integrarse con la plataforma IoT de Amazon, Polly para convertir texto en voz y otros servicios de AWS están integrados con Amazon Sumerian.

Malla de Microsoft

Una plataforma llamada Microsoft Mesh se puede incorporar a numerosas aplicaciones. Mesh se basa en tres principios rectores: experimentar con los demás, tener presencia e independencia del dispositivo. Aumenta la accesibilidad y el realismo de la experiencia simulada. Holoportación y avatares digitales son dos de las características clave de Mesh. Los avatares digitales son representaciones virtuales de personas reales que se utilizan para reuniones en línea. Se dice que un orador que se dirige a una reunión utilizando un modelo 3D realista está haciendo una transferencia holográfica. Dispositivo agnóstico se refiere al soporte de Mesh para PC, pestañas y otros dispositivos y que no requieren gafas VR o XR para acceder al Metaverse.

Motor

El motor es de código abierto. Marco de metaverso que admite el desarrollo de muchas aplicaciones de metaverso, incluidos avatares, juegos, entornos virtuales y más. Tiene muchas herramientas de código abierto para administrar usuarios, crear mundos 3D, cambiar mundos completos y más.

Ganancias de eficiencia: al optimizar y automatizar muchas tareas involucradas en la creación y ejecución de un metaverso, las herramientas de desarrollo de metaverso permiten que los equipos trabajen de manera más productiva y eficiente.

Se mejora la colaboración: estas herramientas pueden ayudar a los miembros del equipo a comunicarse y trabajar juntos de manera más efectiva, facilitando el intercambio de ideas y recursos.

Experiencias de usuario mejoradas: con las herramientas de desarrollo de metaverso adecuadas, los equipos pueden crear experiencias de usuario más inmersivas y convincentes dentro del metaverso, lo que puede aumentar la satisfacción y la lealtad del usuario.

Mayor flexibilidad y escalabilidad: los equipos pueden beneficiarse de una mayor flexibilidad y escalabilidad gracias a las herramientas de desarrollo de metaverso, que les permiten realizar cambios y actualizaciones en el metaverso de forma rápida y sencilla según sea necesario.

Mejores conocimientos de datos: algunas herramientas para desarrollar el metaverso incluyen funciones de análisis e informes que brindan a los equipos acceso a información importante sobre cómo los usuarios interactúan con el metaverso. Los equipos pueden usar esto para mejorar el metaverso y tomar mejores decisiones de administración y desarrollo.

Recapitulación

En resumen, las herramientas de desarrollo de metaversos pueden ser muy beneficiosas para las empresas y las personas que se dedican a crear y ejecutar un metaverso. Entre otras cosas, estas herramientas pueden impulsar la productividad, mejorar el trabajo en equipo y mejores experiencias de usuario. Las características y capacidades de varias herramientas deben compararse minuciosamente al seleccionar herramientas de desarrollo de metaverso para garantizar que satisfagan las necesidades y requisitos únicos del proyecto. Los equipos pueden crear y mantener un metaverso exitoso e interesante que satisfaga los requisitos de los usuarios utilizando las herramientas adecuadas.

A medida que se mejoran las herramientas y plataformas existentes y se introducen otras nuevas, la Herramientas y plataformas de Metaverse seguirá desarrollándose. Las marcas y los clientes ya están muy entusiasmados con esta idea y el futuro de Metaverse parece prometedor.
Leer más noticias relacionadas: Descargo de responsabilidad
Cualquier dato, texto u otro contenido en esta página se proporciona como información general del mercado y no como asesoramiento de inversión. El rendimiento pasado no es necesariamente un indicador de resultados futuros.

El proyecto de confianza es un grupo mundial de organizaciones de noticias que trabajan para establecer estándares de transparencia.

Damir es el líder del equipo, gerente de producto y editor en Metaverse Post, que cubre temas como AI/ML, AGI, LLM, Metaverse y Web3-campos relacionados. Sus artículos atraen una audiencia masiva de más de un millón de usuarios cada mes. Parece ser un experto con 10 años de experiencia en SEO y marketing digital. Damir ha sido mencionado en Mashable, Wired, Cointelegraph, The New Yorker, Inside.com, Entrepreneur, BeInCrypto y otras publicaciones. Viaja entre los Emiratos Árabes Unidos, Turquía, Rusia y la CEI como nómada digital. Damir obtuvo una licenciatura en física, que él cree que le ha dado las habilidades de pensamiento crítico necesarias para tener éxito en el panorama siempre cambiante de Internet.
Más artículos
Damir es el líder del equipo, gerente de producto y editor en Metaverse Post, que cubre temas como AI/ML, AGI, LLM, Metaverse y Web3-campos relacionados. Sus artículos atraen una audiencia masiva de más de un millón de usuarios cada mes. Parece ser un experto con 10 años de experiencia en SEO y marketing digital. Damir ha sido mencionado en Mashable, Wired, Cointelegraph, The New Yorker, Inside.com, Entrepreneur, BeInCrypto y otras publicaciones. Viaja entre los Emiratos Árabes Unidos, Turquía, Rusia y la CEI como nómada digital. Damir obtuvo una licenciatura en física, que él cree que le ha dado las habilidades de pensamiento crítico necesarias para tener éxito en el panorama siempre cambiante de Internet.

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Las 10 mejores herramientas de desarrollo de metaverso en 2023

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Un mundo virtual desarrollado y mantenido por programas de computadora se conoce como el metaverso. Es un entorno digital donde los usuarios pueden comunicarse con

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Our Roadmap To Launch Unity 3D Game

Our project managers, along with a team of strategists and analysts, formulate a roadmap that is a perfect blend of the strategies and your vision. Its ultimate purpose is to set an outline of the tasks, deliverables, and milestones along with the set timeframe.

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Unity Game Development Company | Unity 3D Game Development Services

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The best Unity Game Development Company facilitates users with immersive 3D unity game development services. Hire our dedicated united game developers to create...

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UN METAVERSO PARA CLASES SINCRÓNICAS, ¿PERO TAMBIÉN ASÍNCRONAS?

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UN METAVERSO PARA CLASES SINCRÓNICAS, ¿PERO TAMBIÉN ASÍNCRONAS?

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¿EL METAVERSO BENEFICIARÁ A LA INDUSTRIA DEL E-LEARNING?

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¿EL METAVERSO BENEFICIARÁ A LA INDUSTRIA DEL E-LEARNING?

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Dentro de las tendencias tecnológicas que serán determinantes para el desarrollo de ecosistemas de aprendizaje permanentes, colaborativos y basados en generar experiencias conectadas, en 2021 el Metaverso despegó con fuerza.

Se ha colado en todas las listas de tendencias debido a la gran apuesta de grandes corporaciones como Microsoft o Facebook (actual Meta) en su esfuerzo por englobar su visión de la realidad virtual para el futuro, dando lugar a aplicaciones específicas para el aprendizaje.

El Metaverso es el nuevo centro del universo tecnológico, gracias a este hecho, toda persona implicada en el mundo del E-learning se plantean las mismas preguntas: "Esta nueva tecnología remodelará el sector del E-learning?, y si es así, ¿Cómo lo hará?".

Con la Inteligencia Artificial, las tecnologías de Realidad Aumentada (RA) y Realidad Virtual (RV) han establecido su sólida base y están listas para transformar el mundo físico en un espacio virtual. Cuando hablamos de tecnologías y aplicaciones de ,RE, RA y RV.

El mundo tecnológico se plantea una pregunta fundamental: ¿Qué es el Metaverso?

2021 estuvo marcado por el anuncio de Mark Zuckerberg el cambio de nombre a Meta, en su apuesta por englobar su visión de la realidad virtual para el futuro, dando lugar a aplicaciones específicas para el aprendizaje. Creó el deseo en toda persona relacionada con el mundo de la tecnología de entender más sobre el término. El Metaverso es una esfera social virtual en la que los usuarios pueden generar sus propios avatares, personalizarlos y realizar actividades que hacen en la vida real.

Facebook se está transformando para el Metaverso porque está dispuesto a producir una esfera social virtual centrada totalmente en las interacciones digitales. No solamente Facebook, sino también empresas como Microsoft, Nvidia y Epic Games están preparando tecnologías y aplicaciones para promover la realidad virtual. Dado que el Metaverso no es un proyecto de dos años, las empresas todavía tienen que desarrollar tecnologías estables y maduras que puedan utilizar las apps.

Tecnologías que potencian el Metaverso

Meta ha invertido diez mil millones de dólares en tecnologías de RV y RA que las personas con avatares del Metaverso pueden emplear para personalizar su representación virtual, lo que revela su importancia para el Metaverso.

Realidad virtual

La realidad virtual es un entorno generado por ordenador en el que los usuarios sienten que están en el mundo real aunque estén interactuando en el mundo virtual. La industria del videojuego tiene uno de los ejemplos más notables de RV, en el que los jugadores llevan cascos y gafas de RV para poder entrar en el mundo virtual del juego. Los jugadores pueden golpear, correr y sentir todas las actividades representadas en el argumento.

Realidad Aumentada

La Realidad Aumentada crea imágenes y objetos en un entorno natural, donde los objetos interactúan con el mundo. Pokémon GO es un excelente ejemplo de juego de Realidad Aumentada en el que los Pokémon interactúan con el mundo real, y también lo hacen los jugadores del juego.

La tecnología holográfica 3D también es un ejemplo de RA, donde se genera una capa 3D con el proceso de reconocimiento y detección de imágenes. Como resultado, puede proporcionar una mejor experiencia de vídeo, transmisión en directo y ayudar a las plataformas de E-learning con la visualización en 3D.

Junto con las tecnologías y aplicaciones de RV y RA, el Metaverso combina ciertos beneficios que abren nuevas oportunidades para el público.

Beneficios del Metaverso

Para las personas, la esfera digital del Metaverso es similar al mundo que encuentran a diario. En los videojuegos, los jugadores experimentan la construcción, la conducción, los disparos, la representación de historias y la vida de los actores del juego. Juegos como GTA 5 proporcionan una simulación en tiempo real a los jugadores, pero estos no pueden sentir ni tocar el entorno del juego.

Resolver los retos del teletrabajo

La mayoría de las personas que trabajan en el sector de las tecnologías de la información lo hacen desde casa, pero esto carece de interacciones en la vida real para empresarios y empleados. Con las aplicaciones del Metaverso, los directivos pueden interactuar con sus empleados como en el mundo real, pero permaneciendo en un mundo virtual. Del mismo modo, los médicos pueden interactuar con sus pacientes de forma virtual.

Nuevas oportunidades para las empresas y los vendedores

Meta está desarrollando una versión mejorada de las plataformas de medios sociales, que también abrirá oportunidades en este área. Las empresas pueden ofrecer una interacción en tiempo real para que los clientes se prueben diferentes prendas y accesorios en sus avatares, acercando la Realidad Virtual a la vida real.
¿Cómo puede beneficiarse el Metaverso a la formación on-line?
Hemos visto cómo el Metaverso puede beneficiar a las empresas y a los profesionales del marketing. No cabe duda de que el Metaverso también beneficiará a la industria del E-learning.

Un mejor E-learning y un mundo de juegos

En los tiempos modernos, un estudiante disfruta más aprendiendo con su smartphone que con un libro. Las aplicaciones del Metaverso pueden crear un espacio virtual para los estudiantes en el que pueden caminar, escribir notas y comunicarse con otros estudiantes, transformando la industria del E-learning. También pueden jugar en un mundo virtual que se asemeja mucho a la realidad. Además, con las aplicaciones propuestas, los estudiantes también pueden cambiar de ropa, peinados y expresiones, entre las diversas opciones disponibles.

Mejores ilustraciones de los profesores para los alumnos

Los profesores utilizan mucho las aplicaciones de videollamada, pero no pueden ofrecer una ilustración adecuada de los objetos de la vida real a través de ellas. Con tecnologías como la RA, los instructores pueden mostrar esas ilustraciones de forma eficaz a sus alumnos. Por ejemplo, si un profesor quiere demostrar las partes de un coche, puede usar aplicaciones holográficas para reflejar una imagen en 3D. Los alumnos comprenderán mejor los experimentos científicos y matemáticos.

Mejores interacciones entre padres y profesores

El Metaverso puede ayudar a los padres con el rendimiento de sus hijos en instituciones como las escuelas. Los padres pueden asistir a las clases de los alumnos y estar seguros de la calidad de la educación ofrecida en la institución. Con las aplicaciones de realidad virtual, los padres también pueden interactuar con los profesores desde lugares remotos. Del mismo modo, los padres también pueden organizar reuniones periódicas con los profesores y planificar un mejor aprendizaje electrónico para sus hijos.

Mejores recursos de aprendizaje con visualizaciones en 3D

Utilizando el Metaverso, los recursos que proporcionan comprensión serán mejorados, con visualizaciones en 3D. Los libros pueden apoyarse en la RV y los estudiantes pueden sumergirse en ellos, escuchar el texto y visualizar los diagramas en formato 3D. En el caso de las asignaturas históricas, la RV puede mostrar vídeos animados a los alumnos para un mejor aprendizaje. Los exámenes pueden ser más interactivos si se combinan con las aplicaciones del Metaverso. Por ejemplo, las preguntas de los exámenes pueden ser interactivas, y se puede proporcionar a los estudiantes determinados casos prácticos que sean virtuales, pero que se sientan cercanos a la realidad. De esta manera, el Metaverso puede dar forma a los recursos de aprendizaje, acercándolos a la realidad, y haciendo una mejor industria del E-learning.

Conclusión

Las aplicaciones de E-learning están llevando el modo de aprendizaje de los modelos offline a los online. Con la incorporación de las tecnologías de RV y RA a estas aplicaciones, podemos acercarnos un poco más al diseño del Metaverso. Se necesitará casi una década para transformar la industria del E-learning en un mundo fundamentalmente virtual y parte de este Metaverso.

Como reto tenemos la personalización del aprendizaje que lleva años siendo la base de las experiencias formativas a partir del diseño y desarrollo de experiencias significativas para los alumnos/as en espacios inmersivos de co-creación y trabajo colaborativo.

El Metaverso será el tema principal del XX edición del Congreso Internacional EXPOELEARNING 2022 donde los días 3 y 4 de marzo en IFEMA-Madrid, ponentes y speakers van a presentar y desarrollar con más detalle todas las novedades que están llegando al sector.

Así que si eres un profesional de la formación y e-Learning, te esperamos en esta cita para compartir contigo las claves que van a marcar el sector de la formación los próximos años.

Todos estos temas serán tratados en el próximo XX Congreso Internacional EXPOELEARNING, www.expoelearning.com en Feria de Madrid, 3 y 4 de marzo 2022.

Traducción: Equipo AEFOL - Sant Cugat, 20 de enero 2022
Fuente: https://elearningindustry.com/will-the-metaverse-benefit-the-elearning-industry

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¿El Metaverso beneficiará a la industria del E-learning? - eLearning Actual

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El Metaverso es el nuevo centro del universo tecnológico, gracias a este hecho, toda persona implicada en el mundo del E-learning se plantean las mismas preguntas: "Esta nueva tecnología remodelará el sector del E-learning?, y si es así, ¿Cómo lo hará?".

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El mundo de la formación on-line siempre ha estado acompañado por unas siglas: LMS. Seguramente, los que nos dedicamos a este sector estemos cansados de leerlas o escucharlas. Sin embargo, ¿sabemos realmente lo que significan? ¿Hacia dónde evolucionan los LMS? Vamos a poner un poco de luz en el asunto.

Siglas por todas partes
El mundo del software (de cualquier ámbito) y las siglas son dos caras de una misma moneda. CRM, ERP, LMS, CMS... y podría continuar el resto del post. Son decenas de siglas que se utilizan generalmente para ocultar nombre rimbombantes y difíciles de recordar como: customer relationship management (CRM) o enterprise resource planning (ERP).

Volviendo a nuestro ámbito, nos interesan las siglas LMS y su evolución hacia sistemas LXP.

LMS son las siglas de Learning Management System o lo que es lo mismo, sistemas de gestión del aprendizaje. Son las siglas con las que comúnmente identificamos a las plataformas que dan soporte a los procesos de formación on-line. Existen decenas si no cientos de estas plataformas, donde tenemos algunos viejos conocidos como Moodle y otros más actuales como nuestro Alumne LMS. También es posible que os encontréis con una variación de las siglas, LCMS, que no significa exactamente lo mismo. En este caso, se trata de un sistema de gestión de contenido de aprendizaje (learning content management system). Su función principal no es gestionar los procesos de aprendizaje si no ofrecer un sistema de gestión y distribución de contenidos formativos. Algo así como un repositorio.

Sin embargo, los LMS siguen evolucionando. Con ello, han empezado a aparecer nuevas siglas como son los LXP.

De la gestión a la experiencia
Los LMS llevan con nosotros mucho tiempo. Décadas. Son tecnología de finales de los 90 o principios de los 2000, donde lo que se buscaba era ofrecer una base tecnológica sobre la que desplegar y gestionar la formación que se impartía on-line.

Los LMS han evolucionado con el paso de los años, pero siguen estando muy centrados en la gestión de la formación sobre la experiencia del usuario. Habitualmente, los LMS nos permiten obtener informes, saber qué usuarios han realizado cierta formación, organizar el calendario de los cursos que impartimos on-line, etc.

La oferta de este tipo de plataformas en el mercado es enorme. Existen cientos de plataformas LMS, todas con unas funcionalidades relativamente parecidas y muy orientadas a la gestión. Sin embargo, con la aparición de las redes sociales y de los nuevos hábitos que han inculcado en la sociedad; las plataformas basadas en la gestión se han ido quedando poco a poco obsoletas.

La culpa de esta sensación de "viejo" la tienen plataformas como Netflix o Youtube. Estas plataformas ofrecen una gran libertad al usuario, con la posibilidad de consumir el contenido en poco tiempo, desde cualquier lugar, desde cualquier dispositivo y de forma hiperpersonalizada.

Y en esencia esto es lo que hacen las plataformas LXP. Suponen una evolución de las plataformas LMS, abandonando el paradigma de la gestión y centrando el foco sobre la experiencia de usuario. Si con un LMS buscamos hacer uniforme una experiencia para facilitar la gestión, con un LXP buscamos hacer la experiencia totalmente personalizada para cada alumno gracias a la IA. Si en un LMS buscamos poder centralizar un proceso de matriculación para garantizar que todos los alumnos avanzan a la vez con un programa formativo, con un LXP buscamos que sea el alumno el que tenga la libertad de escoger que aprender en cada momento.

Es la evolución natural de las plataformas de aprendizaje, pasando de un enfoque centrado en la gestión de la formación on-line a un enfoque centrado en la experiencia del usuario.

Algunos consejos
En este punto seguramente tengas algunas dudas. La más importante es: ¿Tengo que evolucionar mi plataforma hacia un LXP? La respuesta corta es que sí, pero no tienes que volverte loco/a. Te explico por qué:

Lo más importante en este momento es pensar que las plataformas de formación on-line convencionales están desactualizadas y hay que ir pensando en cambiarlas. Sin prisa, pero tampoco durmiéndonos en los laureles. Hay que virar hacia plataformas nacidas en la nube, con un enfoque actual y efectivo.

Otro factor clave es que lo realmente importante no es la plataforma, si no la experiencia del usuario. Aquí tenemos un punto que es clave, ya que lo que tenemos que buscar no es implantar la última tecnología cargada de big data, IA, block chain y mil palabrejas más. Lo que tenemos que crear es una experiencia de usuario potente y ver donde estas tecnologías pueden encajar. Por ejemplo: si queremos potenciar el learnability de nuestro equipo, podemos ir a experiencias como la que proponemos en Learnifit.com, donde ofrecemos una plataforma que te lanza "misiones" de aprendizaje para motivarte a que cojas el hábito de aprender por tu cuenta. La tecnología en la que se basa es la Inteligencia Artificial, pero lo que le importa al usuario es la motivación que recibe por las misiones personalizadas que le genera la plataforma.

El último gran consejo que podemos daros si queréis virar hacia estas nuevas plataformas es pensar que competís con los grandes del entretenimiento por la atención de vuestros alumnos. Es un factor clave como veremos en próximos post y una plataforma LXP pueda ayudarnos a crear experiencias de aprendizaje enriquecidas (por ejemplo, aprendizaje basado en retos) que transforman aprender en un juego o en una competición.

Espero haberos ayudado a entender mejor la diferencia entre LMS y LXP, pero sobre todo, espero haber despertado en ti el interés por ir más allá de la tecnología a la hora de crear experiencias de aprendizaje on-line alucinantes.

Fuente: The Elearning Hub

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Plataformas LMS vs plataformas LXP - eLearning Actual

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El mundo de la formación on-line siempre ha estado acompañado por unas siglas: LMS. Seguramente, los que nos dedicamos a este sector estemos cansados de leerlas o escucharlas. Sin embargo, ¿sabemos realmente lo que significan? ¿Hacia dónde evolucionan los LMS? Vamos a poner un poco de luz en el asunto.

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UN DÍA CUALQUIERA EN EL METAVERSO EDUCATIVO

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UN DÍA CUALQUIERA EN EL METAVERSO EDUCATIVO

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Un día cualquiera en el metaverso educativo - eLearning Actual

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Índice1 "El metaverso es la evolución lógica de la web".1.1 Un día cualquier hoy en la modalidad e-learning:1.2 ¿Traducimos esta situación tan cotidiana al metaverso? 1.3 Es un futuro en construcción "El metaverso es la evolución lógica de la web". El metaverso últimamente está en todas las conversaciones y es que la inversión tan inmensa de [...]

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EL EGOÍSMO LLAMADO METAVERSO (LA CONDUCTA HUMANA Y CÓMO LO CAMBIARÁ EL METAVERSO)

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EL EGOÍSMO LLAMADO METAVERSO (LA CONDUCTA HUMANA Y CÓMO LO CAMBIARÁ EL METAVERSO)

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El egoísmo llamado Metaverso (La conducta humana y cómo lo cambiará el Metaverso) - eLearning Actual

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Queremos ahondar en la conducta humana como mecanismo de conducción y transmisión de mensajes que moldean la cultura que rige a la sociedad actualmente. Si bien se acuña la cultura digital como las nuevas prácticas, costumbres y formas de interacción social de la siguiente década, ¿estará a la par del proceso evolutivo del cerebro humano?

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Check out [LAST GAME 👑] NIKELAND. It's one of the millions of unique, user-generated 3D experiences created on Roblox. Even the best games come to an end. After three years of fun, NIKELAND's last day is arriving in May. But before we go, we're hosting one last game.

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Como te hemos contado en post anteriores a través de Clickar puedes añadir Realidad Aumentada a tus impresos.

Clickar Imagine

Desde Clickar ponemos a tu servicio una licencia anual en el que puedes realizar tantos proyectos de realidad aumentada como desees.
Una vez contratado el servicio, la licencia, el equipo de formación de Clickar ofrece sesiones de formación para que se pueda ir conociendo y resolviendo cualquier duda sobre Clickar Imagine.

Clickar Imagine permite añadir realidad aumentada a los impresos y al añadir botones interactivos se pueden realizar a través de un dispositivo movil muchas otras actividades como enviar un correo electrónico, consultar una página web, ver un video promocional.

Sin duda, Clickar imagine es la herramienta ideal para los profesionales dedicados al diseño, para las agencias de publicidad y para los fotógrafos.
¿Por qué no te decides y ofreces el plus de la realidad Aumentada a tus clientes a través de clickar? Contáctanos

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ClickarApp - Plataforma de Realidad Aumentada.

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Desarrollo de App de Realidad Aumentada y Realidad Aumentada aplicada a los impresos

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Web ZooBurst es una web en la que podemos crear vistosos libros en 3D. En los libros creados con esta herramienta podemos incluir imágenes, texto y enlaces. ZooBurst también cuenta con una versión …

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Star Walk 2 assists you in exploring the sky. Satisfy your curiosity by identifying stars, constellations, planets, satellites, asteroids, comets, spacecraft, nebulae, the ISS, Hubble Space Telescope, and other celestial bodies in real time with your smart device.

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Explore the night sky tonight from your location. Try this exquisite stargazing tool. Take an effortless journey through thousands of stars, planets and constellations.

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Tech that brings us together.

Point your phone or tablet at our products and watch the reactions. Curiscope's products creates an audience unlike anything else. Open up a portal inside the body or travel into Space. They're fun on your own, with the family or in the classroom.

And when you're done, they're cool products with the AR mode turned off.

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We're on a mission to make magical experiences with tech that making learning Science & STEM subjects fun using AR & VR. Our educational learning toys are used in homes and schools in over 100 countries. We're sparking curiosity in the next generation.

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Hace unos meses atrás compartí la publicación de Wikitude Studio, ahora hablaré sobre ZapWorks que brinda soluciones aún más interesantes que la plataforma mencionada anteriormente.

Zappar es una empresa dedicada a brindar experiencias de realidad aumentada, virtual y mixta. Tiene aproximadamente cinco años en el mercado y comenzó con un servicio parecido al que proporcionada Layar. Existía información muy cerrada de sus servicios y no poseían una comunidad tan solida como Vuforia, pero actualmente muestra un crecimiento paulatino ¿Qué pasó?

A inicios de este año tuvieron una aumento de inversión (más de 3 millones de dólares) para cumplir su proyecto más prometedor: ZapWorks

"Zappar's mission is to democratize augmented reality. AR represents an exciting future for consumer engagement connecting devices to the world around us. With this round our established institutional and trade investors lend further credence to this future as we continue towards AR delivering a digital discovery channel through mobile devices and head-mounted displays. This investment will help us further develop ZapWorks: our market leading AR, VR and now Mixed Reality content creation service that will power the future of consumer interaction and engagement for the next generation of digital developers." comentó el CEO de Zappar.

Yo me quedo con esta frase:
Zappar tiene como misión democratizar la realidad aumentada. La realidad Aumentada representa un futuro excitante para enganchar y conectar al consumidor con el mundo que nos rodea.
Debido a dicha inversión se han dedicado a potenciar dicha plataforma por lo que hoy mostraremos la herramienta y te diremos qué tan fácil y útil es dicha plataforma.

Zappar tiene una idea interesante para crear proyectos de realidad aumentada de manera simple: A través de un entorno visual se pueden arrastrar y componer los elementos que deseamos proyectar y finalmente se lanza la app bajo un sistema intuitivo y directo. Son varios los beneficios que posee zapwork:

Tres tipos de creaciones (widgets, designer, studio)

Los costos transparentes

Soporte

Tracking imágenes

Crea apps

Posee analytics

Utiliza también realidad virtual

Además existen varios tipos de usuarios y podemos acceder a un modo free (solamente experimental), business, educational.

Preliminar

Hay que admitir que es un poco desordenado el contenido, por lo que te resultará difícil entender dónde está cada cosa. En la imagen de arriba verán el recuadro rojo que indica "new zapcode". Es allí donde debemos clickear.

Luego debemos elegir una herramienta para trabajar. Puede ser widget en caso deseas simplemente arrastrar objetos simples, designer para aquellos que tienen un conocimiento más avanzado y studio para personas con conocimientos de código.

Trabajando con Widget: Como verán es fácil arrastrar elementos como imagen, álbum, video, sonido, contacto, evento de calendario, web link.

Trabajando con designer: Es similar a trabajar con widget, la diferencia radica en el uso de la plataforma puedes ver los cambios o las formas que agregas de manera más simple.

El servicio es simple pero efectivo, eso sí, el modo free es limitado en cuanto proporcionar zapcode, así que si deseas hacer más te indican que debes pagar $1.5 por cada zapcode adicional. ¿Qué te pareció la herramienta? ¿Te animas a probarla?

Fundador de Emiliusvgs. Comunicador digital de profesión y programador empírico. Trabajo para fomentar la innovación digital y en mis ratos libres estoy inmerso en marketing.

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ZapWorks, la realidad aumentada para el usuario final - Emiliusvgs

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Zapworks es una herramienta importante para la creacion de experiencias de realidad aumentada. Es fácil de utilizar y no se requiere tanta programación

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Presentamos la Plataforma Aumentaty este 2017, pero antes, un poco de historia. En el año 2012 creamos soluciones de realidad aumentada bajo la marca Aumentaty. El conjunto de soluciones Aumentaty están pensadas para que los usuarios puedan utilizarlas de manera fácil. Con una curva de aprendizaje muy rápida y sin conocimientos técnicos ni de programación ni de creación de modelos 3D.

Y ese fue el objetivo desde el lanzamiento: crear aplicaciones para usuarios sin conocimiento técnico. A saber:

- Aumentaty Author: Herramienta de RA. Permite generar escenas con elementos 3D con solo tres clicks de ratón.

- Aumentaty Vsearch: Herramienta RA de reconocimiento óptico. Permite asociar el contenido que desee el usuario a imágenes. VSearch se compone de un gestor de contenidos que utilizará el publicador. Así como una app para acceder a esos contenidos por parte del público. Todo usuario que lo desee puede utilizarlo sin conocimientos previos.

- Geo Aumentaty: Herramienta de RA Geolocalizada. Muestra en tiempo real la información de puntos de interés (POI's) creados por usuarios. Permite publicar POI's fácilmente, relacionarlos y crear rutas mediante un gestor de contenidos WEB y una APP para acceder a los contenidos.

Tras estudiar a más de cien mil usuarios activos nos dimos cuenta de varias situaciones que deberíamos de corregir. Queremos que esta tecnología se utilice de manera frecuente. Que sea considerada una commodity para muchas empresas, colegios, entidades... En definitiva, para que sea una herramienta más de nuestro día a día.

La solución para que la realidad aumentada se quede y sea realmente una tecnología emergente estable es:

Tener contenidos a disposición de los usuarios, y que dichos contenidos sean de la mayor calidad posible.

Por eso, hemos creado una plataforma basada en tecnologías de realidad aumentada. Un espacio donde los usuarios pueden crear y compartir contenidos creados por ellos. También enviarlos a otros usuarios que podrán utilizarlos y, a la vez, poder editarlos y volver a compartirlos. Una comunidad mundial donde cualquier persona puede seguir, interactuar con otras y valorar sus proyectos.

También pueden crear redes privadas sólo para sus seguidores. Además, en la Plataforma Aumentaty se podrá consultar el trabajo de todos los usuarios, valorarlo, reenviarlo a otros usuarios, a sus seguidores. Podrán descargar los contenidos creados por otros. Así, modificarlos, mejorarlos, ampliarlos y volver a publicarlos. Se consigue que otros usuarios puedan utilizarlos o cooperar en la elaboración de contenidos.

Para ello hemos creado dos herramientas software apoyadas en la plataforma:

1.- Aumentaty Creator: Permite crear escenas en las que asocias objetos 3D a marcadores, te permite que asocies información multimedia (videos, documentos, fotos,...) a imágenes. También permite crear POI's y rutas virtuales. Aúna en una sola herramienta las anteriores tecnologías: Author, Geo y VSearch. Se añadirán nuevas funcionalidades y tecnologías como Slam, reconocimiento mediante cámaras de profundidad cuando los dispositivos móviles lo permitan. E incluso un player para reproducir y crear escenas y videos 360º.

2.- Aumentaty Scope: Permite visualizar todos los contenidos de la Plataforma Aumentaty realizados con Creator. Esta app de forma activa detectará el diferente contenido publicado en la Plataforma y lo mostrará.

3.-L a Plataforma Aumentaty: Si una persona quiere publicar contenidos en Aumentaty debe registrarse y ya puede comenzar a publicar contenidos en su perfil. Así de fácil. Éste será su espacio personal dentro de Aumentaty. Puede publicar escenas de realidad aumentada; objetos 3D, asociar información a imágenes (textos, vídeos, fotografías), realizar rutas y puntos de interés, y cualquier otro tipo de archivo digital a fin de que las personas que él desea puedan verlos, compartir, valorar o expresar que les gusta.

En la Plataforma Aumentaty, el contenido puede publicarse o compartirse de forma pública o privada.

Después de una década dedicados a la realidad aumentada, de haber lanzado herramientas gratuitas, de haber consultado con los usuarios y estudiado las nuevas tecnologías que irán llegando, estamos convencidos de que si estandarizamos una solución de fácil manejo y unida a una gran plataforma de contenidos de calidad, conseguiremos que esta tecnología quede para siempre en nuestro uso cotidiano.

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La Plataforma Aumentaty: RA para todos | Aumentaty

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Presentamos la Plataforma Aumentaty este 2017, pero antes, un poco de historia. En el año 2012 creamos soluciones de realidad aumentada bajo la marca Aumentaty. El conjunto de soluciones Aumentaty están pensadas para que los usuarios puedan utilizarlas de manera fácil.

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Meet the Zapworks creative suite

No-code, low-code or custom code, Zapworks empowers your designers, developers and marketers to create immersive WebAR experiences, no matter their skill set or business objectives.

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Zapworks: The Most Powerful All-In-One WebAR platform

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Create impactful WebAR experiences with award-winning drag and drop tools or developer SDKs including custom hosting and branding. Start your free 14-day trial.

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© ® All rights reserved by AtlantaAR LLC, ZooKazam 4.0.3, 2015

educational 3D info graphics

learn faster with visual statistics

share your experience with #ZooKazam

The best just got better!!! Users describe ZooKazam as WOW & AMAZING. Download ZooKazam 4 on your mobile device to explore the possibilities of Augmented Reality. ZooKazam is an educational AR app that not only allows you to learn about the animal kingdom, but also to see and virtually interact with the animals. Point your device at one of our "markers" (or make your own using the device camera) and watch your selected animal appear out of thin air in photo realistic 3D animation. Also select the weather icon to change the scenes in your images to snow, sun or rain. Don't forget to share your creative pictures and videos with us and your friends on social media! @zookazam #zookazam

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The best just got better!!! Users describe ZooKazam as WOW & AMAZING. Download ZooKazam 4 on your mobile device to explore the possibilities of Augmented Reality. ZooKazam is an educational AR app that not only allows you to learn about the animal kingdom, but also to see and virtually interact with the animals.

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October 4, 2023
The Vuforia Engine team is happy to announce our newest version. Below are the key updates in this release. Please be sure to check out the release notes for the full list.
In this release:

Bug Fixes

Performance Improvements

Thanks,

Vuforia Engine Team

August 23, 2023
The Vuforia Engine team is happy to announce our newest version. Below are the key updates in this release. Please be sure to check out the release notes for the full list.
New Features and Improvements:

Camera Intrinsics: Now you can inject camera intrinsics with a sidecar file for UWP apps, making it easier to support custom external cameras without needing to develop a driver.

More Detailed Logging in MTG/ATG: The Model Target Generator (MTG) and Area Target Generator (ATG) now have an option to create more detailed logs, to aid in troubleshooting.

Bug Fixes and Performance Improvements

Support Notice:

Supported Unity Version Change: The minimum supported version of Unity is changed to 2022.3.5f1+.

Virtual Buttons are Deprecated: The Virtual Buttons feature has been deprecated and will be removed in the future. Please contact us at vuforia-feedback@ptc.com if you require a workaround for this feature.

Thanks,

Vuforia Engine Team

July 12, 2023
The Vuforia Engine team is happy to announce our newest version. Below are the key updates in this release. Please be sure to check out the release notes for the full list.
New Features and Improvements:

Matterport Pro 3 Camera: The Matterport Pro 3 is now one of our recommended scanning devices for creating Area Targets. Even though the camera allows for taking scans from larger distances, make sure to follow our scanning guidelines and use scanning positions that are close enough together to keep Area Targets robust.

Area Target Capture: You can now pre-define an origin during Area Target capture to aid in aligning multiple scans.

Model Target Generator "No Upload" Mode: Now if you start the Model Target Generator with the command parameter --no-upload, it prevents the user from accessing any option that requires uploading the CAD model, such as Simplification or training Advanced Model Targets.

New Camera Control APIs in Unity: New APIs have been added in the Vuforia Unity Extension for enhanced camera control. See the release notes for what platforms are supported.

Developer Portal Account Manager: Manage your account details in the new "Account Manager" within the Developer Portal together with a new easy-to-use dashboard upon log in.

Area Target Generation on Mac OS 10.13 (Ventura): When running the Area Target Generator (ATG) on Mac OS 10.13 with an Intel CPU, an issue was identified that could create Area Targets with reduced relocalization capability. Developers are advised to regenerate their Area Targets with the latest ATG version 10.16.5, if they previously used any of the ATG versions 10.11-10.15 on such computers.

Thanks,

Vuforia Engine Team

April 26, 2023
The Vuforia Engine team is happy to announce our newest version. Below are the key updates in this release. Please be sure to check out the release notes for the full list.
New Features:

Advanced camera controls: Support for additional platforms has been added to the new API controlling focus and exposure. Read the release notes for more details.

Model Target User Volume improvements: Model Target training has been greatly improved when User Volumes are employed, making it easier to define User Volumes in close vicinity to the model geometry and optimizing where the volume overlaps with the model.

External camera improvements: Engine will now use USB-connected webcams or built-in laptop cameras when no back camera is available, to work more easily in scenarios with different camera setups.

Bitrate setting during Session Recording: Now you can set the bitrate used when recording video during a Session Recording, to control the file size. Read the release notes for more information.

Premium Plan license generation: Developers subscribed to a Premium or Academic Plan can now generate additional Premium licenses through the License Manager without additional assistance.

Platform Support Notice:

UWP 32bit (x86) support is removed: Vuforia Engine no longer supports UWP 32bit and we recommend updating apps to be built for 64bit.

Thanks,

Vuforia Engine Team

Feb 15, 2023
The Vuforia Engine team is excited to announce new changes to our support options! These changes are replacing our existing Community Forums to provide more efficient support and transparency:

Share feedback and raise issues through our issue-only repository on GitHub.

For technical questions and solutions, you can use the vuforia tag on Stack Overflow.

Continue to use our direct support via our existing support forms.

You can find all relevant support resources in the updated Support Center on the Engine Developer Portal.

Thanks,

Vuforia Engine Team

Feb 1, 2023
The Vuforia Engine team is happy to announce our newest version. Below are the key updates in this release. Please be sure to check out the release notes for the full list.

Magic Leap 2 Beta Integration: The Vuforia Engine integration for Magic Leap 2 is now in beta. Please check the updated documentation for developing for Magic Leap 2, as the process for setting up a project in Unity has changed.

Model Target Performance: Advanced Model Target recognition performance has been improved for iOS devices.

VuMark Illustrator 2023 Support: Illustrator 2023 is supported by the VuMark designer.

Area Target Improvements for Vuforia Studio: The Area Target Generator (ATG) version 10.13 now has an option to package Area Targets in a format that can be imported and visualized in the 9.9 release of Vuforia Studio, including targets made from point-cloud-based scans.

Thanks,

Vuforia Engine Team

Dec 14, 2022
The Vuforia Engine team is happy to announce our newest version. Below are the key updates in this release. Please be sure to check out the release notes for the full list.
New Feature
Barcode Scanner: Engine now includes a Barcode Scanner API for reading barcodes and QR codes, including while tracking targets like Model and Area Targets. This feature is a Premium feature and will show a watermark for Basic license holders. Use the new API to read barcodes to identify products, launch experiences, or further enrich your apps.
Additional Updates

Model Target Mesh Observer: Now the mesh representation of a Model Target is exposed at runtime, enabling visual effects and other benefits while tracking Model Targets.

GPS Prior Tutorial for Area Targets: For large spaces GPS can be used to help localize with Area Targets, and now a detailed step-by-step guide with sample code is provided that shows how to do that.

Improved Model Target Tracking on iOS and Android: We improved LOW_FEATURE_OBJECT mode for even better detection and tracking of difficult objects. Additionally, the AI-assisted tracking optimizations are now available on all iOS and Android devices running ARKit or ARCore, plus Magic Leap 2 and HoloLens 2.

Account Usage Tab on Engine Developer Portal: The amount of target generations for Model and Area Targets is now easily viewable within the Engine Developer Portal along with other account information.

Thanks,

Vuforia Engine Team

Nov 22, 2022

Available now for iPad, and soon for iPhone, the Vuforia Creator application is an essential companion for anyone developing Augmented Reality (AR) experiences using Vuforia Engine. It enables users to scan and test Area Targets, test Model Targets, and record sessions that can be played back during development for testing.
Key Functionality Includes:

Scan an environment and instantly generate Area Targets with a depth-enabled iPad Pro device.

Test the detection and tracking quality of Area Targets and Model Targets.

Import, share, or delete datasets in the new Asset Browser.

Record sessions/walkthroughs to support off-site development, complete with video and six degrees of freedom (6DOF) pose data.

This application will replace the functionality of the Vuforia Area Target Creator application and utilize a brand-new architecture for faster creation of Area Targets.

To download, visit the listing in the Apple App Store here.

Let us know what you think! Send us an email to vuforia-feedback@ptc.com with your thoughts.

Thanks,

Vuforia Engine Team

Nov 3, 2022
The Vuforia Engine team is happy to announce our newest version. Below are the key updates in this release. Please be sure to check out the release notes for the full list.

Model Target Runtime 3D Guide Views: Now you can create 3D guide views for Model Targets loaded at runtime in Unity, for enhanced eyewear application experiences.

OAuth2 authentication in ATG and MTG: The Model Target Generator and Area Target Generator desktop tools now accept Vuforia Engine OAuth2 credentials for login. This allows companies to share and control access to Vuforia Engine target generation associated with one account with multiple employees. To learn more about using Vuforia Engine credentials, view our library document.

Area Target Improvements:

Performance Improvements on iOS: we've made updates to the machine learning library used for localization of Area Targets, for improved performance on iOS devices.

More accurate Preview Mesh during Area Target capture: When using the Area Target Capture API, the Authoring Mesh is created and updated live and provided as Preview Mesh via MeshObserver for a more accurate representation of the space as captured.

If you have questions about this release or other Vuforia Engine features, feel free to post on our community forums. Have an AR experience you'd like to share with us? Please send any videos of your Vuforia Engine application to vuforia-feedback@ptc.com.

Thanks,

Vuforia Engine Team

Sep 15, 2022
The Vuforia Engine team is happy to announce our newest version. Below are the key updates in this release. Please be sure to check out the release notes for the full list.
Magic Leap 2
The Vuforia Team is proud to announce an alpha version of support for Magic Leap 2 with Vuforia Engine. Take advantage of the leading optics and powerful computing of the newly released Magic Leap 2. Please read our documentation to learn how to develop for Magic Leap 2.
Additional features and notices:

Model Target Tracking Improvements: Model Target tracking for cars and other large, reflective objects is now significantly improved on the HoloLens 2 through an AI-powered tracking technology when using the LOW_FEATURE_OBJECTS tracking optimization. This improvement was previously available on higher-end iOS and Android devices.

Deprecation Notices:

Apple has deprecated Bitcode as of Xcode 14, and no longer supports app submissions containing Bitcode. A future release of the Vuforia Engine SDK will remove Bitcode from the iOS framework.

We will be removing the Book Sample and Rendering Sample from the Unity Asset store in the future. For Cloud Recognition, please use the Core Samples instead, and for visual effects please use the VFX Library.

If you have questions about this release or other Vuforia Engine features, feel free to post on our community forums. Have an AR experience you'd like to share with us? Please send any videos of your Vuforia Engine application to vuforia-feedback@ptc.com.

Thanks,

Vuforia Engine Team

Aug 10, 2022
The Vuforia Engine team is happy to announce our newest version. Below are the key updates in this release. Please be sure to check out the release notes for the full list.

Model Target Tracking Optimization modes: The Tracking Mode and Motion Hint options for Model Targets have been consolidated and simplified. This will help reduce errors during creation and enable faster development. To learn about the new tracking mode settings, click here.

Model Target User Volumes: When creating Model Targets, User Volumes can now be set to signify the space where the user will be when viewing the Model Target. This greatly increases the robustness of target recognition, especially in cases where the user is only in specific locations during the experience (for example, underneath a car servicing it, or inside a truck looking at the dashboard) and cannot get the full target into view to initialize tracking

Target Manager Database Improvement: Databases within the Target Manager on the Vuforia Engine Developer Portal now load faster for improved viewing speeds.

Performance Improvements and Bug Fixes

Deprecation Notice: Magic Leap 1 support is deprecated and it will no longer be supported in a future release. You can continue to develop for Magic Leap 1 using older versions of Engine.

Unity on MacOS Notice: If you are experiencing DLL related issues on Mac when working in Unity, you might be affected by an unfortunate expired certificate in the SDK. Please see our forum post on how to fix this issue.

If you have questions about this release or other Vuforia Engine features, feel free to post on our community forums. Have an AR experience you'd like to share with us? Please send any videos of your Vuforia Engine application to vuforia-feedback@ptc.com.

Thanks,

Vuforia Engine Team

Jun 29, 2022
The Vuforia Engine team is happy to announce our newest version. Below are the key updates in this release. Please be sure to check out the release notes for the full list.

Advanced Model Target Improvements: Training times for Advanced Model Targets have been optimized and now depend on the number and size of views. Recognition performance for advanced, close-up views has also been improved.

Area Target Improvements:

The target's occlusion mesh is now exposed in the C API which allows native apps to render occluded virtual content in combination with Area Targets as you move through the space.

Textured authoring models are now created by the Area Target Creator app and the Area Target Capture API providing an improved authoring experience in Unity. These scans can be loaded into the Area Target Generator for clean-up and post-processing.

Area Target tracking data is now compressed and takes up to 60% less space.

Unity Area Target Clipping: Area Target previews in the Unity Editor can be clipped based on height, for faster previewing and better visibility of the scanned space during app development.

Engine Developer Portal (EDP) Self-Service OAuth UI: OAuth Engine credentials can now be managed from the EDP, eliminating the need for the command line.

Notices

High Sensor-Rate Permission: Due to new Android permission requirements, developers should add the "high sensor rate" permission to all native Vuforia Engine apps running on Android 12+ for all releases, otherwise VISLAM may not work. Read more about VISLAM tracking here.

Permission Handling: The Vuforia Engine behavior of triggering OS-specific user permission requests at runtime is deprecated in 10.8 and will be removed in an upcoming release. All native apps should be updated to manage permissions themselves. The 10.8 sample apps share best practices for this.

If you have questions about this release or other Vuforia Engine features, feel free to post on our community forums. Have an AR experience you'd like to share with us? Please send any videos of your Vuforia Engine application to vuforia-feedback@ptc.com.

Thanks,

Vuforia Engine Team

Mar 31, 2022
Hello Vuforia Developers,

PTC stands with the Ukrainian people and condemns the Russian invasion of Ukraine in the strongest possible terms. In response to this unprovoked invasion, which continues to result in unnecessary loss of life and has forced so many Ukrainians to flee their homes and seek safety, PTC will discontinue all business operations and sales in Russia and Belarus. All developer accounts and applications belonging to developers in Russia and/or Belarus will be suspended. At this critical moment, the human impact of this tragedy needs to be front and center.

PTC, through its foundation, will donate $1 million to support humanitarian efforts for the Ukrainian people. PTC joins all those around the world calling for peace and the fastest possible end to this conflict.

If you have questions regarding this discontinuance, or believe your account has been incorrectly impacted, please contact vuforia-feedback@ptc.com

You can read our corporate announcement here.

Feb 16, 2022
The Vuforia Engine team is happy to announce our newest version. Below are the key updates in this release. Please be sure to check out the release notes for the full list.

Model Target Improvements: Advanced Model Targets now produce a significantly smaller database size and improved recognition when using multiple up-close entry points.

Area Target Generator Update: The Vuforia Area Target Generator introduces a brand new UX and intuitive tools to edit 3D scans and generate targets.

Quickly visualize imported 3D scans from Matterport and other supported 3D scanners.

The new crop functionally enables developers to simply crop out sections of a 3D scan and generate multiple Area Targets out of a single space.

Vuforia Area Target Capture API: Our Vuforia Area Target Capture API has improved functionality and is now commercially available for iOS devices with the purchase of a Premium Plan.

Vuforia Engine VFX Library: New special effects available for Area Targets! Check them out on the Unity Asset Store.

Session Recorder Sharing: The Unity Session Recorder GameObject now comes with a built-in share button to easily share your recordings using the OS file sharing functionality.

If you have questions about this release or other Vuforia Engine features, feel free to post on our community forums. Have an AR experience you'd like to share with us? Please send any videos of your Vuforia Engine application to vuforia-feedback@ptc.com.

Thanks,

Vuforia Engine Team

Jan 13, 2022

The team is excited to announce you can now do more with Vuforia Engine for free.

AR Creators, your choice to partner with us for developing innovative applications and solutions is something we take seriously. PTC is dedicated to our customers, developer community, and the future of augmented reality. To help bring more value to our users, and to further the adoption of AR technology in both consumer and industrial spaces, we've decided to offer a free commercial Basic Plan, a more affordable Premium Plan, and optional Cloud Add-ons.

Features included in our new free Basic Plan are as follows: Image Targets, Multi Targets, Cylinder Targets, Ground Plane, and VuMarks. A license for this plan can be obtained through the license manager.

For customers looking to take advantage of our more advanced technology, Model Targets and Area Targets, we are now offering a Premium Plan for an annual subscription fee. This will be offered at a lower cost than the old Pro license.

With both Basic and Premium, your company can publish unlimited applications under a single plan.

If you are interested in learning more about our Premium Plan, please reach out to us via our sales form to learn more.

For more information about our new plans please visit our pricing page or licensing FAQ.

Thanks,

The Vuforia Engine Team

Nov 15, 2021
The Vuforia Engine team is happy to announce our newest version. Below are the key updates in this release, please be sure to check out the release notes for the full list.

VFX Library for Vuforia Engine: Our new VFX library offers developers pre-made visual effects to use in their AR applications! Check them out in the Unity Asset Store.

Area Targets Update: Combining multiple smaller Area Targets covering a larger space is now simpler as you can activate multiple targets at once. Vuforia Engine loads the necessary data at run-time, similar to how large Area Targets have been supported.

Area Target Capture API public beta: This new beta API integrates the capture of Area Targets into your applications to share or to use them instantly. To request participation in the beta, please email us at vuforia-feedback@ptc.com. You can find the beta documentation here.

Deprecation notice:

Support for HoloLens 1 is deprecated in Vuforia Engine 10.3, and it will not be a supported device in the future. We will continue to support HoloLens 2.

Vuforia Engine 9.8 will no longer be supported after February 2022. We recommend upgrading to the newest version of the SDK to experience the latest performance improvements and hardware support.

If you have questions about this release or other Vuforia Engine features, feel free to post on our community forums. Have an AR experience you'd like to share with us? Please send any videos of your Vuforia Engine application to vuforia-feedback@ptc.com.

Thanks,

Vuforia Engine Team

Sep 29, 2021
The Vuforia team is happy to announce our newest version of Vuforia Engine. Below are the key updates in this release, please be sure to check out the release notes for the full list.

Model Target Tracking Improvements: Model Target tracking using ADAPTIVE mode now provides more agility and accuracy when tracking models in motion with experiences that use Extended Tracking.

General performance improvements and bug fixes.

If you have questions about this release or other Vuforia Engine features, feel free to post on our community forums. Have an AR experience you'd like to share with us? Please send any videos of your Vuforia Engine application to vuforia-feedback@ptc.com.

Thanks,

Vuforia Engine Team

Aug 24, 2021
Vuforia Engine 10.1 brings several improvements, including:

Improved VuMark detection and tracking: VuMark tracking is more robust, especially with VuMarks that are further away and/or smaller.

Faster Area Target generation: When using data from Leica scanners, Area Targets can be created in less time.

Performance improvements and bug fixes

For more information, you can read the release notes here. Additionally, this release incorporates feedback from developers who got started on 10.0. Thank you for your contributions, and please keep the feedback coming!

Jul 29, 2021
Hello developers! The Vuforia team is excited to announce the release of Vuforia Engine version 10. This newest update introduces a brand-new API for faster and easier development, reduces the size and upload time of Model Targets with new compression technology, improves tracking for several of our leading target types, and more. Please be sure to check out the release notes for complete details.
Before You Update!
Please carefully review the version 10 migration guide. Since there are many significant changes to the API, you will need to update the code in your apps for them to function properly.

New Vuforia Engine API: This modernized API enables developers to create the same applications faster and more efficiently with fewer lines of code.

Enhanced Compression Technology: New compression technology will greatly reduce the upload times for Model Targets by up to 80% and the dataset size by 50%. This will result in a smaller application footprint and provide users with a faster, better performing application.

Automatic Simplification for All Users: We're now offering our automatic Model Target simplification to all license holders! This simplification happens in the cloud and doesn't require any additional effort from developers.

Improved Tracking: We continue to improve our tracking algorithms to respond to the ever-evolving hardware and platform needs of our developers. Targets will now snap faster and track more robustly in greater variety of conditions.

Simplified Installation for Unity Extension: In response to feedback, we've streamlined the process of installing the Unity Extension by delivering it as a .unitypackage.

If you have questions about this release or other Vuforia Engine features, feel free to post on our community forums. Have an AR experience you'd like to share with us? Please send any videos of your Vuforia Engine application to vuforia-feedback@ptc.com.

May 21, 2021
Vuforia Live is a half-day virtual event devoted to all things augmented reality, featuring sessions on the business value of AR, spotlights on real-world AR case studies, updates on PTC AR products, and a sneak peek into what the Vuforia team is working on next.

Visit the event website to register!

Mar 15, 2021
The Vuforia team is happy to announce new updates on how you can access the Model Target Generator, enhancements for Model Target testing, and new robust tracking for stationary devices. Below are the key updates in this release, please be sure to check out the release notes for the full list.

Offline Model Target Generator: Using a provided authentication token, developers can now use the new Offline Vuforia Model Target Generator. (For approved Pro Licenses only. Please contact support.)

Model Target Scale Validation: When using Model Targets a new STATUS_INFO value WRONG_SCALE will be reported to alert the developer if the Model Target does not match the physical size of the object being tracked. This event can be processed at runtime or used just in the development process.

Static Device Tracker: This is ideal for applications where the device will remain static, like on a tripod or an overhead camera on a workbench. There is no need for the device to first be in motion for tracking to start. Perfect for toys, books, or even maintenance scenarios that require the use of both hands.

If you have questions about this release or other Vuforia Engine features, feel free to post on our community forums. Have an AR experience you'd like to share with us? Please send any videos of your Vuforia Engine application to vuforia-feedback@ptc.com.

Thanks,

Vuforia Engine Team

Mar 10, 2021

Hello Vuforia Developers!

We are excited to announce that our Vuforia Engine community has reached one million registered developers, making this one of the largest AR developer communities online today. This is an extremely exciting moment for the Vuforia Engine team, and to say thank you for your continued support and contributions, we're holding an AR Creators Contest! If you'd like to participate for a chance to win an iPhone 12 Pro Max or an iPad Pro 12.9, read the rules below.
Contest:
You can submit your video entry from now until April 19th under one of these two categories:

Best Student/Hobbyist* application (Prize: iPhone 12 Pro Max)

Application should use augmented reality for a specific purpose: Solving a problem, communicating a messaging, making a game or concept more engaging, etc.

Application should include an intuitive and clean UX.

Application should demonstrate a stable augmented reality experience.

Student or hobbyist cannot work in the AR or VR industry professionally.

Most Innovative Use of Vuforia Engine (Prize: iPad Pro 12.9):

Application should demonstrate a unique or out-of-the-box way to use augmented reality.

Application should use augmented reality for a specific purpose: Solving a problem, communicating a messaging, making a game or concept more engaging, etc.

Application should include an intuitive and clean UX.

Application should demonstrate a stable augmented reality experience.

How to Enter:

Create a video of your Vuforia Engine AR application.

In this video tell us (verbally or with text) what your application does and why you chose Vuforia Engine.

This video should not exceed 60 seconds.

Review our video guidelines here.

Upload your submission on YouTube.

To enter your video into the contest, please fill out our contest form and provide us a link to your YouTube video here.

Feel free to share your submission video on social media with #Vuforia1MContest.

Please read all the legal rules and regulations here.

All videos entered have the chance to appear in our Vuforia Engine highlight reel that will be shared on social media at the end of the contest. Winners will be announced at the beginning of May. We can't wait to see what you submit! If you have any questions please feel free to email vuforia-feedback@ptc.com.

Thanks,

The Vuforia Engine Team

Feb 3, 2021
New year, new version of Vuforia Engine. The team is excited to announce enhancements to our Model Target Generator, new scanner support for Area Targets, and updated functionality in the Area Target Creator application. Below are the key updates in this release, please be sure to check out the release notes for the full list.

Model Target Simplification: We've added a new model simplification process in the Vuforia Model Target Generator. This feature will simplify a 3D model in our secure Vuforia cloud by reducing the polygon count and number of parts to the optimal size for tracking a Model Target with your devices. (This feature can only be accessed with a paid ADVANCED TARGET ADD-ON for the Pro license.)

The Area Target Generator now supports scans from:

NavVis M6 and VLX mobile mapping systems.

Leica BLK360 and RTC360 3D reality capture solution. (Beta only)

Area Target Creator App (iOS only): Updated functionality within the application that allows users to delete Area Target datasets or share them with other users.

Documentation update: Based on community feedback our team has created in-depth documentation around how to use NavMeshes for navigating users through your Vuforia AR app and best practices for combining multiple Area Targets together to create a large Area Target.

If you have questions about this release or other Vuforia Engine features, feel free to post on our community forums. Have an AR experience you'd like to share with us? Please send any videos of your Vuforia Engine application to vuforia-feedback@ptc.com.

Thanks,

Vuforia Engine Team

Nov 25, 2020
The Vuforia Engine team is happy to announce that version 9.6 is now live! We've made some quality of life improvements to our Model Targets development process and have added support for the new Iphone 12 for scanning Area Targets. Below are the key updates in this release, please be sure to check out the release notes for the full list.
Model Target Generator

When creating a close-up guide view with Advanced Model Targets the Model Target Generator will now automatically calculate a suitable target extent for optimal detection.

Detection of Standard Model Targets has been enhanced to include a wider range of positions around the defined guide view for snapping to the model.

Vuforia Area Target Creator App

Developers can now create Area Targets quickly and easily on the new iPhone Pro 12!

The amount of scanning time supported in the application has been increased to 5 minutes to help developers capture larger spaces and include more details.

Unite Now 2020 Session:

Check out our Unite Now 2020 session on the value of spatial AR and how to create a Vuforia Engine Area Target! Watch here.

If you have questions about this release or other Vuforia Engine features, feel free to post on our community forums. Have an AR experience you'd like to share with us? Please send any videos of your Vuforia Engine application to vuforia-feedback@ptc.com.

Thanks,

Vuforia Engine Team

Oct 22, 2020
The newest Vuforia Engine release drops today! The focus of 9.5 is around usability updates for our advanced features and expanding our support to Unity AR foundation. Below our the key updates in this release, please be sure to check out the release notes for the full list.
Unity AR Foundation Support

Vuforia Engine now offers complementary support for AR Foundation for new and existing applications. Developers can utilize the advanced features in Vuforia Engine simultaneously with the features offered in AR Foundation, like Environment probes and vertical surfaces.
Model Target Generator

The Model Target Generator has been updated to offer a more intuitive and guided interface for creating Model Targets. Clear, separated tabs make it simple to adjust options like scale, orientation, model coloring, and tracking modes.
AR Session Recorder

Having unlimited access to locations and real-world objects to test AR applications can be difficult, especially now. With the Session Recorder, developers can record their AR experiences in the location, and then use that recording with Playback mode in Unity for editing and updating.

If you have questions about this release or other Vuforia Engine features, feel free to post on our community forums. Have an AR experience you'd like to share with us? Please send any videos of your Vuforia Engine application to vuforia-feedback@ptc.com.

Thank you,

Vuforia Engine Team

Sep 09, 2020
The team is happy to announce the release of Vuforia Engine 9.4 today! This new update focuses on enhancing our Model Target feature. We're also releasing a new application, the Vuforia Area Target Creator, so that anyone can generate and test Area Targets. Below are just a few of the changes included in Vuforia Engine 9.4 - be sure to check out the release notes for the full list.
Area Targets

Creating Area Targets made simple! The Vuforia Area Target Creator application allows developers to easily generate an Area Target using a depth-enabled mobile device, such as the new iPads and iPhones (coming soon) with LIDAR scanners.

The Vuforia Area Target Creator also enables users to test the tracking and stability of existing Area Targets in their corresponding environments before developing content, such as one that have been created using other scanners.

Interested in giving Area Targets a try? Watch our newest tutorial video: Vuforia Engine: How to Create Area Targets.

Model Targets

The Model Target Generator now offers automatic coloring of specific part of 3D models. This process helps improve recognition and tracking.

When training Advanced Model Targets, the Model Appearance can now be selected in the "Start Training" dialog.

If you have questions about this release or other Vuforia Engine features, feel free to post on our community forums. Have an AR experience you'd like to share with us? Please send any videos of your Vuforia Engine application to vuforia-feedback@ptc.com.

Thank you,

Vuforia Engine Team

July 22, 2020
Vuforia Engine 9.3 releases today and the team has developed some great new things that continue to evolve our advanced features. Below are just a few of the changes included in Vuforia Engine 9.3 - be sure to check out the release notes for the full list.

Since the initial release of both Model Targets and Area Targets, Vuforia has been committed to improving the usability and performance of these advanced features. Check out some of our new enhancements:

Model Targets - Improvements to the training of Advanced Model Targets allows for better recognition of objects when the object covers most or all of the view. While ideally it is best for the object's silhouette and some background to be in view, this is no longer strictly required for recognition. To take advantage of this new feature, please re-train your databases with the Vuforia 9.3 Model Target Generator.

Model Target Generator - For overlapping recognition ranges, a warning has been added to the Model Target Generator in case multiple Advanced Guide Views have been created that share the same target extent. This reduces database size and improves recognition speed.

ATG and MTG input/output paths - Localized input and output paths - in particular paths containing Chinese, Japanese or Korean Characters - are now supported in the Area Target Generator and the Model Target Generator.

Java language bindings for Android have been removed.

The entire team at Vuforia is extremely excited about all the technology we're building this year and we cannot wait to see the amazing games, experiences, and applications that our community is building!

If you have an AR experience you'd like to share with us, please send any videos of your Vuforia Engine application to vuforia-feedback@ptc.com.

Thank you,

The Vuforia Team

June 15, 2020
Vuforia Engine 9.2 drops today! This release includes many quality of life improvements based on community feedback. Please be sure to check out the release notes for the full list.

The Vuforia team is committed to making our developers successful in developing augmented reality applications. Below are a few new pieces of content to help support the community when using our new features.

How to Create Model Targets - Link

How to Create Instant Image Targets - Link

Unity Blog: Vuforia Engine Area Targets - Link

Stay tuned for our Area Targets Webinar!

Be on the lookout for more content, as we will be releasing videos regularly at our YouTube channel.

The entire team at Vuforia is extremely excited about all the technology we're building this year and we cannot wait to see the amazing games, experiences, and applications that our community is building! We'd love to see what you are doing, feel free to send movie links to: vuforia-feedback@ptc.com to show us what you are doing with Vuforia Engine.

If you have questions about this release or other Vuforia Engine features, feel free to post on our community forums.

Thank you,

The Vuforia Team

May 6, 2020
The Vuforia Engine team is excited to announce our most recent update! This release we've focused on prioritizing enhancements on our leading functionalities and adding new device support. Vuforia Engine 9.1 includes the following advancements and support:

Model Target improvements (Improved tracking, stabilization, and recognition)

Higher resolution on popular ARCore devices

RealWear HMT-1 support

Improvements to Playmode Simulator

ATG available on macOS

For a more detailed look at each of our new updates, please review our release notes. If you have questions about this release or other Vuforia Engine features, feel free to post on our community forums.

Thank you,

The Vuforia Engine Team

Mar 18, 2020
The Vuforia Engine team has been working hard to offer our developers more ways to create immersive, engaging AR experiences - and today we get to show you that work. Vuforia Engine 9.0 includes the following advancements and functionality:

Vuforia Engine Area Targets with Area Target Generator

Advanced Model Targets - Multiple Model Detection

Scanned Model Targets

Simulation Play Mode

Vuforia Engine Tracking Scale

Continued experiences when pausing applications

Vuforia Engine Area Targets enable developers to use an entire space, be it a factory floor or retail store, as an augmented reality target. Design intuitive navigation for factories and malls, dynamic marketing promotions inside stores, or useful amenity and service details for hotel rooms with this powerful new feature.

Using our first supported device, a Matterport Pro2 camera, developers can create a detailed 3D scan of a desired location. Locations are recommended to be indoors, mostly static, and no larger than 1,000 m² (10,000 sqft). Once the scan produces a 3D model it can be converted into an Area Target with the Vuforia Area Target Generator. This target can then be brought into Unity where content can be placed within a digital representation of the space. You simply scan, author, and view your Area Target AR experience.

Model Targets are one of our most powerful features that use CAD models to offer robust tracking. To offer even more use cases, we've extended its capabilities to support multiple objects being detected from any angle within the same scene. This allows applications to discover multiple products or different items automatically without pre-selecting them. To make Model Targets more accessible we published a detailed guide for using Model Targets with objects that have been scanned using a 3D scanner, such as the Structure Scanner from Occipital 3D. S canned Model Targets allow developers to build experiences that offer all the same powerful tracking without having to get access to a CAD model.

To help developers better visualize their AR applications, we're offering a Simulation Play Mode. This allows users to "walk through" or around the 3D model and see the final AR experience from their computer. This can be useful for testing applications where you may have limited access to the physical space or object.

We've also made user improvements for both developers and end-users. For developers, we're now offering Vuforia Engine Tracking Scale. This will automatically convert from meters, which Vuforia Engine natively uses, to whatever unit system you're using in Unity. It provides an arbitrary scale in your virtual scene to help you adjust digital content. From the end-user perspective, we've greatly improved tracking when an application is interrupted. This could be when you get a phone call or open another application. When the user comes back to the AR application tracking will continue.

For a more detailed look at each of our new updates, please review our release notes. If you have questions about this release or other Vuforia Engine features, feel free to post on our community forums.

Thank you,

The Vuforia Engine Team

Jan 28, 2020

Hello Vuforia Developers

On Friday January 24th Unity posted an " XR Platform Updates" article. Unfortunately, the original version of this article included unclear information about Vuforia Engine. Vuforia Engine is still supported, and will continue to be supported, in Unity. What has changed is that the Vuforia Engine package will no longer be natively distributed by Unity but can be easily obtained from the Unity Asset Store via our Core Samples or our hosted NPM registry. You can learn more about how to download the Vuforia Engine package here.

We apologize for any confusion. If you have any questions, please feel free to post them on our community forums.

Thank you,

The Vuforia Team

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October 4, 2023 The Vuforia Engine team is happy to announce our newest version. Below are the key updates in this release. Please be sure to check out the release notes for the full list. In this release: Bug Fixes Performance Improvements Thanks, Vuforia Engine Team August 23, 2023 The Vuforia Engine team is happy to announce our newest version.

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"Básicamente, ofrece a la clase la oportunidad de aprender de forma innovadora, mucho más dinámica, mucho más interesante, proporcionando a los alumnos la libertad de experimentar y crear un aprendizaje más significativo."

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Arloon es una editorial digital especializada en apps educativas con realidad aumentada dirigidas al publico infantil.

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Inspired by scavenger hunts, Goosechase is an online platform that helps you create interactive experiences.
Get started

Quick to set up,easy to play

Create your
Experience

Set up in just a few clicks!

Add
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Make your own or choose from ours

Invite your
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Take part in teams or as individuals

It's GOose
time

Participants complete Missions in the app

Track live
results

View stats and participant engagement

Create your
Experience

Set up in just a few clicks!

Track live
results

View stats and participant engagement

Add
Missions

Make your own or choose from ours

It's GOose
time

Participants complete Missions in the app

Invite your
participants

Take part in teams or as individuals

How people useGoosechase

One-of-a-kind experiences to easily activate communities

Integrate Goosechase into your next festival, fundraiser, or community event to help raise awareness and have fun for participants of all ages.
Learn more

Team Engagement and Record-breaking Fundraising

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Try it now for free

What's better than a demo? Access to the full platform! Build and run a game today. Create as many missions as you can muster, invite up to 3 teams, and see how easy Goosechase is to use, by easily using it.

Copyright © 2023 GooseChase Adventures Inc.

Copyright © 2023 GooseChase Adventures Inc.

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The Original Interactive Experiences App | Goosechase

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Inspired by scavenger hunts, Goosechase is an online platform that helps you run real-world interactive experiences for your communities. Try it today for free!

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Experience the immersive wonder of 3D Augmented Reality with engaging coloring experiences that let your creativity run wild.

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3D and augmented reality product visualization platform

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The platform for 3D and augmented reality product visualization

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Merge develops the award-winning Merge Cube, Headset, Miniverse and EDU Platform. Our products are curriculum-aligned AR/VR solutions for the home, classrooms, libraries, STEM labs and makerspaces. These hands-on digital learning tools evoke a sense of wonder and amazement, accelerate understanding, deepen engagement, and let you do the impossible.

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Hands-On Digital Play & Learning | AR/VR Learning & Creation

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Merge develops the award-winning Merge Cube, Headset, Miniverse and EDU Platform. Our products are curriculum-aligned AR/VR solutions for the home, classrooms, libraries, STEM labs and makerspaces. These hands-on digital learning tools evoke a sense of wonder and amazement, accelerate understanding, deepen engagement, and let you do the impossible.

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METAVERSE: Create Magic InYour Classroom

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METAVERSE: Create Magic InYour Classroom

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Metaverse is the easiest way to create Augmented Reality experiences. No programming required.

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El metaverso te permitirá explorar espacios virtuales 3D en los que podrás socializar, aprender, colaborar y jugar.

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LAYAR: QUICK & EASY SELF-SERVICE AUGMENTED REALITY

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LAYAR: QUICK & EASY SELF-SERVICE AUGMENTED REALITY

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Easily drag & drop
engaging content

With the Layar Creator, you can enhance flyers, postcards, packaging or any other item with interactive content, including video messages, Web and social links, photo slideshows, music clips and much more!

Page Views

Interactions

Unique Users

Users Per Country

Page & Button Stats

Blippbuilder to create AR experiences.

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With the Layar Creator, you can enhance flyers, postcards, packaging or any other item with interactive content, including video messages, Web and social links, photo slideshows, music clips and much more! Blippbuilder to create AR experiences. Receive our latest updates. Subscribe to Our Newsletter Crafted in Amsterdam We use cookies to improve our services.

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21 APLICACIONES ORIENTADAS AL METAVERSO EN EDUCACIÓN

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21 APLICACIONES ORIENTADAS AL METAVERSO EN EDUCACIÓN

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El metaverso ya es una realidad, y ¡está aquí! Cientos de empresas empiezan a elaborar software en relación con el metaverso, AEFOL ofrece un listado donde ya está aplicado el #metaverso en aplicaciones para la educación.

Pero, ¿qué es el metaverso exactamente?

Un metaverso es un entorno donde los humanos interactúan social y económicamente como avatares en un ciberespacio, que actúa como una metáfora del mundo real pero sin sus limitaciones físicas o económicas.

Con el terminal en el que están trabajando, y por lo que se ve está bastante avanzado, ya que se espera su llegada al mercado en el mes de abril de 2022, dará acceso al mundo virtual compartido que es una de las grandes apuesta de Meta para el futuro (más cercano de los que muchos creen).

Por esa misma razón, conocer los portales /aplicaciones que se aplicarán a este te dará un paso adelantado para acceder o visualizar el entorno virtual

Metaverse app es una webapp gratuita con la que podemos crear, desde nuestro computador, aplicaciones para celular de todo tipo: concursos, formularios, cuestionarios, etc. Adicional, se requiere un celular Android o iOs donde testear las aplicaciones creadas (se sugiere que sea al menos de 5 pulgadas de tamaño).

Merge Cube funciona con Merge EDU , una plataforma de aprendizaje digital práctica que ayuda a los estudiantes a aprender ciencia y STEM efectiva con objetos 3D y simulaciones que pueden tocar, sostener e interactuar.

Augment proporciona todo tipo de contenido 3D hasta experiencias 3D optimizadas.

QuiverVision es una aplicación gratuita de realidad aumentada que ha fascinado. Está disponible para todos los dispositivos y su funcionamiento es muy sencillo. En primer lugar, debemos imprimir los dibujos que nos gusten de la web. Después colorearlos, abrir la aplicación, enfocar el dibujo y darle al play

GooseChase es una plataforma en línea que los organizadores crean y ejecutan experiencias de búsqueda del tesoro digital en los dispositivos móviles Android y iOS de los jugadores.

Arloon es una plataforma On-line de aplicaciones de realidad virtual orientada a la educación

Vuforia es un kit de desarrollo de software de realidad aumentada para dispositivos móviles que permite crear aplicaciones de realidad aumentada. Utiliza tecnología de visión por ordenador para reconocer y rastrear imágenes planas y objetos 3D en tiempo real.

ZooKazam Esto es lo que todos estábamos esperando, una hermosa aplicación de Realidad Aumentada que no requiere un marcador impreso. Ahora puede usar casi cualquier superficie para crear su propio marcador AR. Imagínese ver una jirafa que se eleva sobre el teclado de una computadora o un caballo que galopa sobre un periódico. ¡Las posibilidades son ilimitadas! ¡La tecnología del futuro está AQUÍ!

Chromville es un planeta educativo y creativo hecho para niños que tiene un gran problema

Body Planet es una app que activa la capa de Realidad Aumentada de la camiseta homónima que incorpora contenidos de anatomía. Así, escaneando la camiseta, los usuarios pueden descubrir diferentes partes del cuerpo humano (en español y en inglés).

Aumentaty Author: Herramienta de RA. Permite generar escenas con elementos 3D con solo tres clicks de ratón. - Aumentaty Vsearch: Herramienta RA de reconocimiento óptico. Permite asociar el contenido que desee el usuario a imágenes.

Curiscope: Productos de Realidad Aumentada con un diseño fantástico le permiten explorar el mundo de una manera que nunca vio posibles.

Star Walk es una aplicación educativa de astronomía desarrollada por Vito Technology que permite a los usuarios explorar objetos celestes en tiempo real a través de la pantalla de sus dispositivos. La aplicación se presenta en el mercado del software móvil desde el año 2001 y está disponible para iOS, Android y Windows

Quieres saber mas sobre el Metaverso? Échale un vistazo a este artículo!

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21 Aplicaciones orientadas al Metaverso en educación - eLearning Actual

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21 Aplicaciones orientadas al Metaverso. Desde AEFOL ofrecemos un listado de aplicaciones que se utilizaran en el Metaverso orientado a la educación

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El extraño metaverso de Yolanda Díaz como síntoma de distancia institucional 

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El extraño metaverso de Yolanda Díaz como síntoma de distancia institucional 

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Noticias Blockchain | Observatorio Blockchain

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Yolanda Díaz, vicepresidenta (en funciones) y ministra de Trabajo del Gobierno de España, ha hecho unas referencias al metaverso que ponen en evidencia su aparente desconocimiento sobre el tema. Puede considerarse que es perdonable, ya que los políticos no tienen por qué saber de todo. Pero, si de algo no se sabe, el principio de prudencia exige callarse y no hablar del asunto con un tono de salvadora del mundo.

Yolanda metaverso

En las declaraciones, Díaz asimilaba al metaverso a los cohetes aeroespaciales y los búnkeres de los muy ricos. Es decir, dentro de las estrategias de las élites planetarias para protegerse ante las distintas catástrofes y colapsos que amenazan el mundo. El metaverso como una especie de agujero por donde se escapan los ricos, en un argumento tipo película "No mires arriba" (dirigida por Adam McKay con Leonardo DiCaprio, Jennifer Lawrence, Meryl Streep, Cate Blanchett). Tal vez, se imagina que el avatar sustituye completamente a su propietario y que, en caso de apocalíptica guerra nuclear o semejante episodio, basta con estar ahí, en el metaverso, para estar a salvo de las radiaciones. En todo caso, es curiosa -diría que sintomática- esta imaginaria proyección del metaverso como puerta de escape de las élites. Sintomática de lo que piensa una élite, el gobierno de izquierdas actualmente en el poder, del metaverso.
El triángulo del optimismo (1): futuro, ciudad e IA
Al parecer, todo indica que la confusión vino provocada por la acelerada lectura de algún asesor del libro La supervivencia de los más ricos. Fantasías escapistas de los milmillonarios tecnológicos, de Douglas Rushkoff. La traducción del libro al castellano acaba de ser puesta en las librerías. Seguramente ni la señora Díaz o el asesor o la asesora pasaron de la contraportada y las solapas. Y es que el mantenimiento del poder, fin primordial de la política según el clásico Max Weber, deja poco tiempo para lecturas. Incluso de un libro tan simplón como el de Rushkoff.

Dice otro buen sociólogo alemán, Luhmann, que, en nuestras sociedades complejas y de la incertidumbre, sólo se puede comunicar ignorancia: comunicar que no se sabe. Creo que, en lo fundamental, tiene razón; pero me permitiría añadir un matiz, hay quienes comunican aún más ignorancia diciendo qué cosas, como si supieran, como si su cargo venido de oscuras operaciones les impregnara de un saber del que carecen. Desde tales cargos no sólo se ejerce la ignorancia, sino que se inyecta ignorancia en la sociedad.

Más allá de lo anecdótico, está la distancia de los políticos con el metaverso y la web3, su animadversión, especialmente entre las izquierdas de los infinitos chiringuitos de la protección.

La animadversión ignorante hacia el metaverso. No es la primera vez que la escucho, incluso desde determinadas posiciones de supuesto saber. Catedráticos de Sociología o Economía que hablan del metaverso como del nuevo demonio, unido a su ya amplia y paranoica colección de demonios: el mercado, el neoliberalismo, la globalización, la flexibilidad, los empresarios, los emprendedores, etc. Aunque no lo nombren, detrás de estos demonios están a los que más temen: la cultura del esfuerzo, la libertad o la competencia.
El triángulo del optimismo (2): futuro, ciudad e IA
Si los contratados indefinidos sin trabajar no son desempleados, el metaverso tal vez ayude a la señora Díaz a huir del colapso. Se trata de ficciones. Tal vez la siguiente sea "meter" a todos los parados en el metaverso, para hacer como que trabajan, y así "hacerlos desaparecer" de los registros.

Por cierto, sería recomendable que: a) como ministra de Trabajo, atendiera la oportunidad de crear empleo que tiene el metaverso y todo su ecosistema (también la fabricación de cohetes y búnkeres, aunque éstas dos últimas no sirvan para nada, como señala el propio Rushkoff); b) dado el potencial de esta tecnología, impulsara la formación en el desarrollo de metaversos e incluso la formación laboral en metaversos, especialmente entre desempleados; c) apoyase el paso de instituciones cercanas, aunque actualmente no sean de su competencia, como el Instituto Nacional de Estadística, hacia el metaverso. Esto último, aunque no sea una especie de agujero negro donde desaparecieran ni los ricos, ni los parados.

También puedes seguirnos en nuestros canales de Telegram y X

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Yolanda Díaz coloca al metaverso dentro de las estrategias de las élites planetarias para protegerse de las catástrofes que amenazan el mundo

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Spatial, la plataforma donde es más fácil abrir sitio en el metaverso

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Spatial, la plataforma donde es más fácil abrir sitio en el metaverso

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Noticias Blockchain | Observatorio Blockchain

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Spatial, el sitio donde Christie's abrió recientemente una galería Web3 para vender NFTs, es una plataforma donde cualquier persona puede abrir su espacio en el metaverso. La intención de sus desarrolladores es que creadores y marcas puedan compartir contenidos, construir una comunidad unida e impulsar las ventas de sus productos. Lo mejor de Spatial, además de su facilidad de uso, es que está disponibles en prácticamente todos los dispositivos: ordenador, smartphone o gafas de realidad de virtual. Podría decirse que Spatial es el WordPress del metaverso.

Spatial Metaverso

Se pueden crear espacios personalizados para despliegues en 3D, con capacidad para acuñar, comprar o vender NFTs de manera muy sencilla. El lema de Spatial es convertir el metaverso en un lugar donde los creadores puedan ganarse la vida con su trabajo. El proyecto fue creado en en 2016 por Anand Agarwala y Jinha y participaron como inversores iNovia Capital, White Star Capital, Expa, Kakao Ventures, Lerer Hippeau, Leaders Fund y Samsung NEXT. También contó con ángeles como Mark Pincus, fundador de Zynga; Andy Hertzfeld, co inventor del Macintosh; y Mike Krieger, cofundador de Instagram. El trabajo de sus creadores ha sido ampliamente reconocido por la industria.
El metaverso como gran túnel publicitario que nos convierte a todos en publicidad
Anand es un apasionado de las interfaces de usuario en 3D y fue el fundador de BumpTop, una interfaz de escritorio pionera en 3D, multitáctil y física, inspirada en escritorios reales. El proyecto fue adquirido por Google en 2010. Por su parte, Jinha trabajó como desarrollador en el MIT, Microsoft y Samsung. Su invento SpaceTop, un ordenador 3D controlado por gestos que permite al usuario meter la mano dentro de la pantalla, fue el primer escritorio de AR (Realidad Aumentada) del mundo. De hecho, fue nombrado uno de los 35 mejores innovadores menores de 35 años por MIT Technology Review y uno de los 32 mejores diseñadores vivos, por parte de FastCompany.

Opciones para todos

Spatial permite que cualquiera pueda crear espacios digitales únicos para dar a conocer su trabajo en lo que se ha dada en denominar metaversos. La empresa presenta tres planes con opciones interesantes. El primero de ellos, que es Free, permite que crear tu propio espacio con tan solo suscribirse. Además, puedes acoger hasta 50 avatares en tu sala de exhibición y crear los NFTs que desees. De esta manera, se facilita enormemente la generación de experiencias para los seguidores.

La opción de servicio de pago por suscripción mensual multiplica por 10 a los asistentes, permitiendo hasta 500. Además, facilita herramientas de hosting para los eventos y capacidad para traducciones en tiempo real dentro del espacio, con el objetivo de que todos los asistentes puedan entender lo que se está haciendo.
Microsoft y Meta se unen para construir la oficina virtual del futuro
Cómo unirte a Spatial

Para unirse a Spatial todo lo que debes hacer es ir a su web oficial y hacer clic en Login. Desde allí, puedes usar tu monedero MetaMask para loguearte, o hacerlo a través de la cuenta de Google, Apple o Microsoft. La idea es que unirse al espacio sea tan sencillo como entrar en cualquier otra red social o servicio DApp que conozcas. Si usas MetaMask, te gustará saber que Spatial ofrece soporte para las redes Ethereum y Polygon. Dos opciones muy interesantes.

Una vez logueado, te pedirán los datos de contacto. Como el correo, que deberás verificar para acceder a la plataforma. Una vez hecho esto, colocas tu nombre y subes una foto para el perfil de tu cuenta. Con ello ya estás en Spatial. Lo primero que tendrás que hacer es personalizar el avatar de cuenta. Una vez hecho, ya puedes empezar a navegar por los espacios de Spatial.
Las grandes tecnológicas también quieren nuestros sueños en el metaverso
Cada uno de los espacios que aparecen en Spatial ha sido construidos por los usuarios para ofrecer experiencisa únicas. Por supuesto, también puedes crear tu propio espacio y personalizarlo a tu gusto. La creatividad de los espacios no solo pasa por ser experiencias 3D, también son inmersivas, con capacidad de añadir audio/vídeo si lo deseas.

En todos los dispositivos y con múltiples usos

Una de las principales características de Spatial es que está disponibles para prácticamente todos los dispositivos. Puedes usar el servicio desde tu ordenador, smartphone o con gafas de realidad de virtual (VR) sin mayores complicaciones. Por supuesto, esto ayuda a mejorar las experiencias que se pueden crear en Spatial. Por ejemplo, puedes hostear una quedada con amigos en distintas partes del mundo para ver un partido de futbol y disfrutar del evento.
Cómo pueden ganar dinero los equipos de fútbol en el Metaverso El Manchester replica su estadio de fútbol en el metaverso con la ayuda de Sony
O puedes generar espacios para manejar grandes eventos o conciertos en el metaverso, entre otras grandes ideas que puedas imaginar. La capacidad creativa de los espacios 3D de Spatial es infinita y las posibilidades enormes. Spatial tiene un servicio único centrado en el metaverso, los NFTs y la construcción de experiencias que agrupan estas tecnologías. Por ello, resulta único y muy potente. Además, se trata de un proyecto en constante desarrollo y cambio, que ha ido mejorando y añadiendo nuevas funciones, por lo que seguramente nos sorprenderá para bien en el futuro próximo.
También puedes seguirnos en nuestros canales de

Telegram y Twitter

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Spatial, la plataforma donde es más fácil abrir sitio en el metaverso

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Spatial es como el WordPress del metaverso Además de su facilidad de uso, está disponible en ordenador y smartphone

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EL METAVERSO Y EL HOSTING, ¿QUÉ PAPEL TENDRÁ EL ALOJAMIENTO?

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EL METAVERSO Y EL HOSTING, ¿QUÉ PAPEL TENDRÁ EL ALOJAMIENTO?

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Mucho se habla da la importancia que tendrá el metaverso en unos años, pero, ¿ sabes el papel que tendrá el hosting en ese futuro inmediato? Nosotros lo tenemos muy claro, el hosting será imprescindible si el metaverso termina cuajando. Quédate en este post, porque te contaremos qué es el metaverso de una forma muy sencilla, qué ventajas puede aportarte a tu empresa y su relación con el hosting.

El metaverso es un mundo de realidad virtual, inmersivo, y al que nos podremos conectar utilizando diferentes dispositivos. De esta manera podemos interactuar entre nosotros dentro de cada metaverso, y desde fuera con el contenido que tenemos dentro. Y te preguntarás, ¿por qué tanta revolución si la realidad virtual ya existe? La novedad del metaverso radica en que no busca ser un videojuego de fantasía, sino replicar el mundo real en un universo alternativo al que nos podremos conectar desde casa.

Imagínate una tarde de compras con amigos: ahora mismo tienes que coger el coche y desplazarte al centro comercial, lo que supone una inversión de tiempo y dinero en ello. Con tu avatar podrás quedar y hacer tus compras sin moverte del sofá. Necesitarás unas gafas que dispongan de unos sensores para registrar todos tus movimientos y tu expresión facial, o incluso utilizar tu teléfono móvil.

La idea del metaverso es que tengamos total libertad de creación y que nuestro avatar sea lo más parecido a nosotros mismos. Pero también, que nuestras empresas sean similares a como lo son en el mundo real. Vamos, crear una copia del mundo real en el metaverso.

Piénsalo. En estos momentos casi hablamos más con nuestros amigos y familiares a través de las redes sociales que en persona. El metaverso en esencia nos permitirá quedar con nuestros seres queridos, haciendo de ello una experiencia inmersiva y sensorial.

Ya hay muchas empresas que han experimentado en el metaverso a lo largo de este año, aunque la tecnología aún está en pañales y le queda un largo recorrido.

Por ejemplo, la marca de lujo Gucci, celebró sus 100 años en la plataforma Roblox. Creó una tienda virtual en la que solo los usuarios de la plataforma de videojuegos podían comprar ropa digital por tiempo limitado.

También seguro que has oído hablar del concierto de Nicki Nicole en el metaverso de Roblox el pasado mes de junio. El evento fue creado en colaboración con Pull and Bear.

Hablando precisamente de Pull and Bear, en su web puedes crearte un avatar y probar su nueva colección. También ofrecen una experiencia 360º sin tener que utilizar gafas de realidad virtual.

Coca-Cola es otra marca que también está dando muchos pasos en el metaverso. En la primavera crearon la primera bebida con sabor a píxeles y cero azúcar. Para lanzarla y darla a conocer, sacaron un juego en realidad aumentada y Pixel Point, una isla creada en Fortnite.

Nike también tiene su universo en donde tu avatar puede jugar y hacer deporte. Tus habilidades en el mundo real se verán reflejadas en tu avatar. Podrás seleccionar prendas y el equipamiento Nike.

Aún es muy pronto para decir que el metaverso va a cambiar nuestro futuro más inmediato. Puede quedarse en nada, o bien, revolucionar la forma en la que vendemos y nos comunicamos. Quién sabe. Según Facebook, podremos crear nuestros negocios en el metaverso. Imagina pasear por las calles de Santiago y encontrarte las tiendas y restaurantes de la zona vieja, poder charlar con los avatares de otros turistas y peregrinos o poder probar la tarta de almendra y comprarla (la probaría nuestro avatar y la compraríamos para degustarla en casa). En el metaverso, los negocios podrán hacer marca, sumar impactos e interactuar con sus clientes.

El metaverso también puede suponer una oportunidad para el turismo, porque ya no tendrías que comprarte un vuelo para visitar esa ciudad, sus museos o atracciones turísticas.

Además, en el mundo laboral, se podrán hacer reuniones en las que todos compartan una misma oficina virtual. Acudiría tu avatar, y tú podrías estar en casa en pijama sin necesidad de arreglarte. O también, en el caso de los departamentos de atención al cliente, ya no tendrías que hablar con un chat, sino que lo harías con un avatar de la persona de soporte técnico.

También podremos quedar con nuestros amigos, o mejor dicho, los avatares de nuestros amigos. Quedar para comer o ir al cine. Los avatares representarían nuestras expresiones faciales, y sería una experiencia mucho más realista e inmersiva que la comunicación que tenemos ahora en redes sociales.

Para que todo esto funcione, es necesario crear una moneda o dinero virtual. Las marcas que están en el metaverso podrían dar dinero virtual a aquellos usuarios más activos, o que cumplan una serie de retos, para gastar en sus productos o servicios. Ya ves que las oportunidades son muchas y variadas.

Pues te diría que en todo este supuesto, el hosting tendrá un protagonismo especial en el metaverso. Todos los mundos, todos los metaversos que se creen, tendrán que estar alojados en algún sitio. Para ello será necesario mucho espacio de almacenamiento y una capacidad de procesamiento elevada. Pongamos ejemplos, quieres acceder al futurible metaverso de dinahosting para comprar un hosting y solucionar dudas con el departamento comercial. Y cuantas más personas accedan al mismo tiempo, mayor será la capacidad que deba tener ese servidor alojado a su vez dentro de un Centro de Datos. Además, para poder procesar la cantidad de instrucciones necesarias para que el metaverso funcione sin interrupciones, lo más seguro es que el servidor necesite procesamiento por GPU.

En dinahosting nos hemos adelantado y te ofrecemos servidores GPU con esta característica. Tenemos disponibles los procesadores GPU en nuestra oferta de Servidores Dedicados y VPS.

Según un informe de Bloomberg recogido por El Confidencial, el metaverso ya tiene un valor de 500.000 millones de euros y todavía está en pañales. Si termina cuajando la idea, habrá una lucha de muchas marcas por comprar espacios en el metaverso, y habrá miles y miles de metaversos construidos por empresas para darle visibilidad a sus marcas.

Esto es como cuando nació internet. Al principio eran pocas las empresas que tenían una página web, pero ¿ahora te imaginas un mundo sin internet y sin compras online? Impensable. Pues puede que el metaverso sea una revolución similar.

El tiempo lo dirá. Todavía es muy pronto, pero ten en cuenta que si las previsiones son ciertas, el metaverso lo pondrá todo patas arriba. Te imaginas decir, Ey, soy Lucía y soy policía en el metaverso 🙂

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Metaverso y hosting, ¿qué viene? - Dinahosting

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Mucho se habla da la importancia que tendrá el metaverso en unos años, pero, ¿sabes el papel que tendrá el hosting en ese futuro inmediato?

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Realidad virtual /Realidad aumentadaVisores de realidad virtual

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Realidad virtual /Realidad aumentadaVisores de realidad virtual

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Realidad Virtual y Realidad Aumentada- Servicios

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Realidad Virtual y Realidad Aumentada, herramientas para transformar la comunicación con nuevas experiencias para tu público.

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Cómo crear tu primer espacio virtual en el Metaverso

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Cómo crear tu primer espacio virtual en el Metaverso

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Cómo crear tu primer espacio virtual en el Metaverso

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Aprende a cómo crear un espacio virtual en el metaverso a través de diferentes plataformas para entretenimiento y para empresas.

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PROGRAMAS PARA CREAR REALIDAD VIRTUAL | I AM VR

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Hay programas que nos permiten crear experiencias de VR como los propios motores de videojuego, crear y compartir socialmente en un mundo virtual de VR, o más artísticas.

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La tecnología de realidad aumentada está siendo cada vez más utilizada en el aula, donde se considera una de las opciones de mayor proyección gracias a su capacidad para conseguir mayor percepción, interacción y aprendizaje por parte del alumnado. Si queréis crear contenidos que mezclen imágenes reales con otras virtuales, podéis utilizar cualquiera de las herramientas para crear contenidos con realidad aumentada.

Esta herramienta para crear contenidos con realidad aumentada se encuentra disponible en formato app tanto para dispositivos Android como iOS y es muy sencilla de utilizar. El primer paso es registrarse, aunque las primeras 100 experiencias pueden visualizarse sin la necesidad de registro o inicio de sesión. Una vez dentro, hay que seleccionar entre varios modos: RA basada en marcadores, sin marcadores o basada en la ubicación. Dependiendo de la opción que se escoja podrá crearse un tipo de RA u otro.

Se trata de un kit de aplicaciones diseñadas específicamente para brindar una forma diferente de aprender conceptos científicos y STEM utilizando la realidad virtual. Son compatibles con dispositivos Android e iOS y, para comenzar a usarlas, solo hay que descargarlas y seleccionar la opción de prueba gratis. En ellas hay que elegir entre dos roles: estudiante o padre/docente y, una vez registrado, es posible acceder al visor de objetos, que dispone de más de mil ayudas didácticas digitales y prácticas y a una serie de simulaciones científicas interactivas.

Una app pensada para utilizar en clases de Biología o Ciencias Naturales con el objetivo de conocer un poco más los diferentes animales y sus características. Es una especie de 'zoo' virtual que proyecta en 3D diferentes imágenes de animales junto a información sobre su tiempo de vida y estado, peso y tamaño o hábitat y dieta. Para su uso es necesario descargarla, seleccionar los animales que se desea estudiar y proyectarlos sobre una superficie a través de la cámara de un dispositivo móvil o tablet.

La astronomía es una ciencia ideal para estudiar a través de la realidad aumentada y gracias a aplicaciones como esta el alumnado podrá aprender mucho más sobre planetas y constelaciones. Hay que dirigir la cámara del teléfono hacia el cielo para comenzar a visualizar en formato 3D los distintos cuerpos celestes, planetas, agujeros negros o nebulosas que pueblan el universo. Estas se complementan con información acerca de su nombre, distancia respecto a la Tierra y curiosidades. Con ella también es posible consultar las horas de salida y puesta del Sol.

Dispone de un estudio accesible a través de su página web para crear experiencias en realidad aumentada. Cuenta con un amplio banco de imágenes en 3D que se pueden superponer sobre la realidad que ve la cámara de dispositivo móvil y con los que se puede interactuar. Además, se pueden añadir sonidos que completen la experiencia. Los usuarios de esta herramienta para crear contenidos con realidad aumentada ya han creado y compartido con la comunidad contenido como juegos de preguntas sobre un tema concreto, por lo que todo el contenido generado tiene carácter colaborativo y las aplicaciones para educación son tan amplias como la imaginación de cada estudiante o docente.

Diseñada para crear 'mapas del tesoro' y tours interactivos, esta empresa dispone de una aplicación propia para smartphones y tabletas, así como una plataforma web que permite implementar la realidad aumentada a lo largo de un recorrido. Las imágenes que aparecen mediante el empleo de un dispositivo con cámara y conexión a Internet pueden ser preguntas que hay que responder, información sobre el objeto al que se está apuntando o misiones que el jugador debe completar.

Consciente de su posible uso educativo, cuenta con un plan de pago para escuelas, así como para compañías privadas, pero tiene la opción de crear de manera gratuita una cuenta particular que, si bien dispone de menos características, es una buena manera de descubrir el potencial de esta herramienta para crear contenidos con realidad aumentada.

No es necesario tener conocimientos informáticos para poder crear un contenido de realidad virtual con esta herramienta para crear contenidos con realidad aumentada. El editor de este programa contiene las principales herramientas de RA, incluyendo vídeos, audios, botones para llamar a la acción, imágenes, textos o modelos 3D. Estos últimos se pueden diseñar por separado y subirlos a la plataforma con facilidad. Los usuarios solo tienen que escanear la imagen a la que irá anclado el contenido y subir a la plataforma el formato elegido para que se despliegue en la pantalla del móvil, la tableta o el ordenador con webcam.

Con ella se puede crear contenido para realidad virtual y para realidad aumentada que se visualiza a través de su app móvil. Dispone de un widget y de un programa que permiten crear diferente contenido con facilidad. En el caso de la RA, para poder visualizarla habrá que incorporar una pegatina con la imagen de un rayo al objeto que se vaya a escanear para obtener la información extra que se ha 'escondido' allí.

Apto para docentes que no tienen conocimientos técnicos pero quieres introducir las tecnologías inmersivas en el aula. Es tan fácil como descargar su aplicación para Android y registrarse en su plataforma. Una vez dentro, hay que crear un proyecto en el que se elegirá una imagen para crear el marcador (que puede ser una tarjeta ya creada o una imagen que el usuario elija) que desplegará el contenido de realidad virtual. Una vez elegido, se pueden elegir vídeos, sonidos o imágenes en 3D que el creador ya tenga guardadas en su dispositivo para que aparezcan cuando el marcador sea enfocado.

Aumentaty Author

Para ordenadores Windows, destaca por su uso sencillo: lo primero es importar los modelos 3D creados con otras aplicaciones (Trimble Sketchup, o Autodesk 3ds Max) o descargarlos desde colecciones como las contenidas en la Galería 3D de Google. Luego, esos modelos se arrastran sobre las marcas clásicas del programa, y se enlazan automáticamente. Y por último, se puede ver y compartir ese contenido a través del visualizador Aumentatity Viewer.

Una plataforma que funciona a través de una cuenta gratuita y que, como curiosidad, muestra en su página web los trabajos más populares de las últimas semanas, que pueden explorarse y utilizarse en nuestras propias clases. Se utiliza directamente desde el navegador (no hay que instalar ningún programa en el ordenador), y los contenidos creados pueden compartirse en las redes sociales (Twitter, Facebook, Google Plus, Whatsapp, correo, etc.).

A la hora de crear los contenidos con realidad aumentada, funciona de forma tan sencilla como arrastrando los elementos digitales interactivos, entre los que se pueden incluir cortes de vídeo, música, presentaciones fotográficas, páginas web completas, enlaces a las redes sociales...

Cada imagen, objeto o lugar puede tener su propio "aura"; así es como denominan sus creadores la experiencia de realidad aumentada. En el aula, tal y como destacan, los docentes pueden crear sus propias auras para añadir contenidos digitales a materiales impresos.

Una de las plataformas de creación de contenido con realidad aumentada, virtual y mixta más exitosas es Zappar, que, a través de ZapWorks, te permite crear tus propios contenidos de una forma muy sencilla e intuitiva. Incluyen incluso una sección específica para educación, para que tanto profesores como alumnos puedan aprovechar las posibilidades de la realidad aumentada en el aula.

Una compañía que se dedica específicamente a crear contenido de realidad aumentada de forma comercial, a empresas y otras instituciones, y que tiene también su propia plataforma con la que podrás crear tu contenido de realidad aumentada y usarlo, por ejemplo, en clase. En Blippar también tienen una sección de educación que nos dará muchas pistas e ideas para poder aplicar esta tecnología en el aula.

Crea tus propias apps con realidad aumentada a través de Appy Pie, una plataforma diseñada para todos los públicos que no requiere conocimientos técnicos ni de programación, y que permitirá jugar con imágenes, geolocalización y con el entorno para añadir elementos o las interacciones que deseemos. Appy Pie tiene también un programa para que los estudiantes puedan desarrollar sus propias apps con AR.

Para los usuarios más avanzados y que tengan conocimientos previos de programación e informática, Vuforia es una de las plataformas más exitosas en lo que a la creación de apps con contenido de realidad aumentada. Cualquier cosa que te imagines podrás crearla a través de su SDK, compatible tanto con dispositivos móviles (a través de apps) como con otros sistemas como las Hololens de Microsoft.

... todo es posible. Para los menos técnicos pero más mañosos de la sala, en Instructables tienen un genial tutorial pensado para crear tu propia realidad aumentada en el mundo que te rodea. En sólo 5 pasos podrás aprender cómo crear códigos QR con el contenido que quieras y cómo pasarlos al dispositivo móvil para poder integrar una actividad de AR en tu clase.

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Herramientas para crear contenidos con realidad aumentada

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Si queréis crear contenidos con Realidad Aumentada, que mezclen imágenes reales con otras virtuales, podéis utilizar alguna de estas herramientas

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🔴 METAVERSE TECH PROGRESS: 5 Key Elements
✅ Find out more below, in my QAIMETA for BUSINESS LinkedIn Newsletter.
🔶️ The Metaverse is still over-hyped, but gaining meaningful strength at the base of a growth "S" curve.

🔶️ It now is a diverse group of immersive, collaborative, and interactive environments that span digital and physical worlds and enable us to create, exchange, socialize, and learn.

🔶️ And a suite of emerging technologies that leverage virtual reality (VR) and augmented reality (AR) are providing value.

🔶️ A mix of Metaverse strategies already exist, from companies with a vertically integrated eco-system approach that spans multiple segments of the Metaverse tech stack (e.g., Meta/Facebook and Apple) to those with a horizontal strategy that focuses on a single layer of the stack, such as silicon and content tools (e.g., Nvidia).

🔴 5 KEY TECH ELEMENTS

🔶️ Five technologies will shape the Metaverse growth to maturity:

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✅ #Gaming is the leading consumer app, but immersive #fitness and #entertainment are growing.

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✅ A growing field of software tools provide building blocks, edit platforms and interfaces to create #Metaverse experiences.

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🔶️ 3: User Devices

✅ For now, access will be via PCs, gaming consoles, and smartphones.

✅ But Metaverse will not take off into an "S" curve without #Smart #Glasses, not cumbersome headsets.

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✅ #App #stores are the primary access points for users, providing curated, high-quality experiences to keep them engaged with #VR content.

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✅ Greater #computing power is needed. That requires higher-performing chips, servers, and networking tech to render high-quality graphics and reduce latency.

✅ Improvements are underway, including #5G networks and advances in #chip performance.

✅ However, again, the Metaverse will not take off into an "S" curve without #Quantum #Computing.

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🔶️ The next 5-10 years will determine the Metaverse's future and its major winners.

🔶️ It took more than 10 years for #smartphones and #gaming consoles to exit the "seed" stage and begin scaling up into an "S" curve. It took almost 20 years for the #Internet and #PCs to do likewise.

🔶️ For sure, however, #companies cannot wait-and-see for the Metaverse to scale up. Big market winners (e.g., #Microsoft and #Apple) tend to emerge during the "seed" stage of any new technology.

🔶️ You need to be developing a #QAIMETA triad strategy now.

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Source: Adapted and extracted from link. Graphic is mine. https://www.bain.com/insights/taking-the-hyperbole-out-of-the-metaverse-tech-report-2023/
✅ Metaverse Strategy

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🔴 METAVERSE TECH PROGRESS: 5 Key Elements ✅ Find out more below, in my QAIMETA for BUSINESS LinkedIn Newsletter. ✅ It's FREE and has 7,600+ "subscribers" globally.

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Revisión del libro-  Design for How people think

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Revisión del libro-  Design for How people think

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UX Research - Chile - Research, UX y Psicología

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"Diseña para cómo piensan las personas" de John Whalen psicólogo cognitivo y experto en experiencia de usuario. El libro [Design for How People Think] se trata de diseñar productos y servicios que se adapten a la forma de pensar de las personas.

El libro se divide en tres partes: la explicación de los seis procesos cognitivos, la realización de entrevistas contextuales, y la organización de los hallazgos. Cada capítulo describe casos con ejemplos para profundizar en el conocimiento de los procesos cognitivos.

El libro parte siendo muy teórico describiendo las 6 mentes, como los principales procesos cognitivos (aunque no únicos) y las describe desde el punto de vista de las funciones cognitivas y funcionales. Poco a poco el libro va pasando de ese lado más teórico y abstracto al cómo incorporarlo a la investigación con usuarios, al levantamiento y luego al análisis mediante casos de estudio.

Describe que una buena experiencia es multidimensional, en donde estarían involucrados varios procesos.

Las 6 mentes son:

Las 6 mentes por etapa

Ejemplos para levantar información, sistematizar y analizar

Cierre

Algunos aprendizajes esenciales:

Desde el diseño Cognitivo, la experiencia de usuario trasciende la mera estética o funcionalidad. Es esencial entender cómo las personas procesan la información y cómo interactúan con su entorno para crear diseños que sean intuitivos y efectivos.

La propuesta de Whalen de dividir la cognición humana en seis "mentes" ofrece un marco práctico para abordar el diseño desde múltiples perspectivas. Ya sea considerando aspectos visuales, emocionales o relacionados con la toma de decisiones.

"Design for How People Think" nos ofrece herramientas y técnicas para mejorar nuestro trabajo como diseñadores a partir de la investigación centrada en el usuario, el autor enfatiza la necesidad de investigar y conocer a nuestros usuarios de una manera multidimensional.

Extras

2. Video del autor en un taller sobre el libro en UXPA Seattle:

3. Y acá un caso de estudio desde las 6 mentes muy interesante: https://designfromhuman.medium.com/designing-for-the-six-minds-of-the-user-experience-a-case-study-of-car-dashboard-user-interface-b5c692e93d3e

Gracias por leer 🙂

¿Qué te pareció el libro? ¿Lo habías leído?

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Revisión del libro- Design for How people think - UX Research - Chile

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"Diseña para cómo piensan las personas" de John Whalen psicólogo cognitivo y experto en experiencia de usuario. El libro [Design for How People Think] se trata de diseñar productos y servicios que se adapten a la forma de pensar de las personas.

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JigSpace: The world’s highest-rated AR demonstration app

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JigSpace is the interactive 3D presentation software that anyone can use to create immersive AR demonstrations and rich product stories. No coding required!

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Diferencias entre la realidad virtual, aumentada y mixta

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Diferencias entre la realidad virtual, aumentada y mixta

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https://blogthinkbig.com/realidad-virtual-aumentada-mixta

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Explorar mundos virtuales como si estuvieras realmente ahí. Ver a tu alrededor interfaces digitales con información en tiempo real que te acompañan mientras te mueves. Operar a un paciente mientras ves su interior a través de una gafas especiales. Estas tres experiencias definen lo que es la realidad virtual, la realidad aumentada y la realidad mixta respectivamente. Tres ejemplos de un futuro que lleva años construyéndose y que ya está suficientemente maduro como para experimentarlo en primera persona.

Estas tres tecnologías, que harán del metaverso una simulación inmersiva y realista como nunca antes hemos podido tener delante, se han ido gestando durante años gracias al trabajo de empresas, investigadores y tecnologías que ya permiten pasear por entornos digitales, jugar en simulaciones hiperrealistas o realizar tareas que combinan el mundo real y el virtual.

Así que para conocer en qué se diferencian realidad virtual, realidad aumentada y realidad mixta, vamos a repasar una por una en qué consisten y qué nos aportan. Tanto en el aspecto lúdico como en el profesional. Ya que más allá de videojuegos y metaversos para entreternos, estas tecnologías resultan muy útiles en campos como el control remoto, la prevención de accidentes, la investigación científica o la exploración espacial.

La realidad virtual (por sus siglas RV) es, de estas tres tecnologías, la que más conocemos. Hace décadas que existe, pero el resultado era algo tosco, pues la tecnología del momento no permitía gráficos hiperrealistas como los actuales. Además, los cascos y demás elementos físicos que hacían posible movernos eran pesados y no ofrecían demasiada libertad de movimiento. Pero hoy esto ha cambiado.

Para entendernos, la realidad virtual hace posible que estemos en mundos digitales recreados con imágenes 3D. Imágenes y sonidos que no existen en el mundo real pero que experimentamos en primera persona con un nivel de realismo e inmersión muy altos. La ciencia ficción ha tratado mucho este tema y la dificultad para discernir realidad de ficción. Por el momento, no tenemos este problema.

Lo que sí hemos logrado es obtener avatares y controlarlos a distancia. Viajar por mundos virtuales como el metaverso, interactuar con otras personas y hacer cualquier cosa que permita la programación de ese metaverso. Sin las reglas que limitan nuestras experiencias en el mundo real.

Actualmente existe toda una oferta de gafas y cascos de realidad virtual de distintas marcas. Todas cuentan con un catálogo de videojuegos y experiencias inmersivas. Además, distintas empresas trabajan en metaversos, algunos ya disponibles, que se pueden recorrer con o sin gafas de realidad virtual.

La realidad aumentada: lo virtual en el mundo real

Si la realidad virtual nos permite movernos por el mundo virtual, la realidad aumentada (por sus siglas RA) integra elementos virtuales en el mundo real que nos rodea. Es decir, que la realidad aumentada enriquece nuestra experiencia en el mundo en el que vivimos. Y al igual que la realidad virtual, hace tiempo que disfrutamos de ella.

En televisión, los rótulos que aparecen en pantalla se podrían considerar un antecesor de la realidad aumentada. En especial los elementos virtuales que vemos durante una retransmisión deportiva y que nos ayuda a entender mejor lo que está pasando, el rendimiento de los jugadores, sus posiciones en el campo, etc.

Pero donde más está rindiendo la realidad aumentada es en los teléfonos móviles. Gracias a los smartphones actuales, más potentes que los ordenadores de hace unas décadas, podemos caminar por la calle cazando Pokémon, traducir carteles y letreros escritos en idiomas que desconocemos o encontrando una dirección gracias a las indicaciones gráficas a través de la pantalla de nuestro smartphone.

La realidad aumentada permite incluir en el mundo real objetos, avatares, letreros o interfaces interactivas. Así, se pueden realizar actividades culturales, jugar a campo abierto con el teléfono o viajar por el mundo sin perdernos. Entre muchos ejemplos. Y con la ventaja de no necesitar gafas o dispositivos adicionales. Con todo, han habido algunos acercamientos en forma de gafas de realidad aumentada, pero todavía no se ha logrado un modelo que rivalice con nuestros smartphones de bolsillo.

La realidad mixta: lo mejor de dos mundos

Puede que de las tres tecnologías de las que estamos hablando, la realidad mixta sea la menos conocida. Y es que cuenta con elementos de la realidad virtual y de la realidad aumentada, por lo que cuesta diferenciarlas entre sí. Es más. Hay quien llama a la realidad mixta (por sus siglas RM) realidad aumentada mejorada. El motivo es que fusiona el mundo real con el mundo virtual.

El resultado es que podemos interaccionar con elementos físicos de manera virtual o interaccionar con objetos virtuales que vemos en el mundo real. Una fusión que enriquecerá la manera en que vivimos nuestro día a día y que hemos podido ver en cine y series de ciencia ficción futuristas. De ejemplos hay muchos: ver un evento deportivo o una película en cualquier mueble o pared de nuestra casa, obtener información de un producto que queremos comprar simplemente con tocarlo o arreglar un electrodoméstico de nuestra casa gracias a las indicaciones virtuales que vemos delante de nosotros.

Para hacernos una idea de lo que es la realidad mixta, el mejor ejemplo es un videojuego actual. En la mayoría de ellos, nos movemos por un mundo y a nuestro alrededor vemos indicadores en forma de letreros o elementos virtuales que solo ve nuestro personaje. Esos indicadores virtuales vendrían a ser la realidad mixta que disfrutaremos en un futuro no tal lejano como pudiéramos pensar.

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Diferencias entre la realidad virtual, aumentada y mixta

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La realidad virtual, aumentada y mixta permiten crear experiencias inmersivas y realistas como nunca. ¿En qué se diferencian?

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Metaverse & Spatial Computing Platform for Enterprise & Education - ENGAGE

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An advanced virtual reality platform designed for professionals, event organizers, educators & corporations to build their own virtual worlds.

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El metaverso llega a la universidad: así son las clases en el mundo virtual

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El metaverso llega a la universidad: así son las clases en el mundo virtual

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https://forbes.es/lifestyle/181603/el-metaverso-llega-a-la-universidad-asi-son-las-clases-en-el-mundo-virtual/

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¿Recuerdas Aventuras sobre ruedas? En un episodio, la excéntrica y pelirroja señorita Frizzle reduce su clase al tamaño de un glóbulo rojo y viajan a través del intestino, las venas y el sistema nervioso de su desprevenido compañero de clase Arnold. En Morehouse College, los estudiantes de biología están haciendo lo mismo. Con cascos de realidad virtual, los estudiantes pueden entrar en un corazón humano, construir moléculas gigantes y visitar las pirámides egipcias sin salir de su dormitorio.

" Enseñar en el metaverso es como poder salir de tu realidad física y sumergirte en un entorno completo, simulado digitalmente. Puede estar en cualquier parte del mundo, en cualquier línea de tiempo", dijo Muhsinah Morris, investigadora principal del proyecto Morehouse in the Metaverse. La universidad históricamente negra en Atlanta es una de las diez llamadas metaversidades que ofrece clases a través de auriculares de realidad virtual (VR, por sus siglas en inglés) en un aula virtual.

Los colegios y universidades han coqueteado con el uso de la realidad virtual como herramienta de enseñanza durante años, pero hasta hace poco, pocas instituciones invertían en la tecnología. Los auriculares eran voluminosos y costosos; e incluso con el hardware disponible, crear espacios de enseñanza virtuales atractivos y efectivos es costoso y requiere ingenieros capacitados. Este otoño, diez universidades obtienen un billete gratis para empezar; como parte de su proyecto Meta Immersive Learning de 150 millones de dólares, Meta, la empresa matriz de Facebook, está incorporando universidades a su metaverso.

El Campus Global de la Universidad de Maryland es uno de ellos. La escuela solo en línea, que inscribe a más de 45.000 estudiantes universitarios, no tiene aulas físicas ni espacios para la vida de los estudiantes. Meta ha enviado a la escuela decenas de auriculares, sin cargo. Una selección de estudiantes en sus cursos de introducción a la biología y la astronomía, dos de los cinco cursos piloto de este otoño, los utilizará.

"Nunca antes habíamos tenido un campus y ahora tenemos el primero", dice Daniel Mintz, presidente del departamento de tecnología de la información de UMGC. "Tiene un estanque de patos."

Diseñado por VictoryXR, una empresa de software de educación de realidad extendida con sede en Davenport, Iowa, el campus virtual es inequívocamente un campus universitario. Los edificios de estilo georgiano con columnas blancas rodean un césped de hierba verde brillante. Un par de ánades reales se persiguen a través de un estanque en el centro. Un columpio de cuerda cuelga de un árbol, y es un paseo divertido si tienes estómago para ello.

Pero a pesar de tener aspiraciones de crear un frondoso patio universitario, el espacio todavía se ve y se siente como si estuvieras parado en un juego de PC en sus primeras fases. Está inquietantemente vacío: no hay transeúntes, estudiantes jugando Spikeball o profesores en su hora de almuerzo. Moverse por el espacio es discordante; mientras presionas el joystick hacia adelante, casi se siente como si el suelo se saliera de debajo de ti. Los usuarios pueden evitar esa sensación, y el posible mareo por movimiento, mediante el uso de una función de apuntar y hacer clic para teletransportarse a una nueva ubicación al instante.

Mintz compara algunas de las funciones del campus virtual de UMGC con versiones alternativas de páginas que se encuentran en su sitio web donde los usuarios pueden completar formularios o comunicarse con un chatbot. En este nuevo campus "Web3", un estudiante podría ponerse un auricular y caminar hacia el edificio administrativo, donde el avatar de un oficial de ayuda financiera podría reunirse con el estudiante y responder preguntas.

UMGC está ofreciendo cinco cursos de realidad virtual este otoño. La universidad planea prestar los auriculares a los estudiantes y los cursos no serán más caros que una clase típica en UMGC, que cuesta 312 dólares por crédito para estudiantes del estado y 499 dólares para los de fuera del estado este año. Mintz admite que si los pilotos tienen éxito, escalar las ofertas de realidad virtual podría ser difícil. Él espera que eventualmente el hardware pueda ser tratado como material de curso y cubierto por ayuda financiera.

"No podemos estar en el negocio de los auriculares", dijo Mintz. "Inscribimos alrededor de 60.000 estudiantes. Si el 10% aprovecha las oportunidades de inmersión, no podemos enviar alrededor de 6.000 auriculares".

"Somos una empresa de construcción en el metaverso", dice Steve Grubbs de VictoryXR. "Hemos superado el largo y duro camino de los primeros días de la realidad virtual. Ahora tenemos algo de viento en nuestras velas".

Ahí es donde entra Meta, de manera similar a como Apple comenzó a donar miles de sus computadoras personales a las aulas escolares en la década de 1980. La empresa matriz de Facebook ha donado cientos de auriculares Quest 2, su modelo más nuevo, a las universidades participantes a través de VictoryXR. Además de Morehouse y UMGC, Meta enviará sus auriculares VR a otras ocho instituciones: la Escuela de Enfermería de la Universidad de Kansas, la Universidad Estatal de Nuevo México, la Universidad Estatal de Dakota del Sur, la Universidad A&M de Florida, la Universidad de Virginia Occidental, el Colegio Comunitario de Southwestern Oregon, Universidad Estatal de California, Domínguez Hills y Universidad Alabama A&M. Todas las instituciones participantes están impartiendo clases virtuales este otoño.

El proveedor de software VictoryXR es una creación de Steve Grubbs, un político convertido en empresario de realidad virtual. Como presidente del comité de educación de la Cámara de Representantes de Iowa a principios de los años noventa, Grubbs aprobó el primer proyecto de ley de financiación de tecnología del estado para que las escuelas K-12 llevaran computadoras, software y equipos de audio y video a las aulas.

"Mi padre era maestro de escuela y traté de mejorar las escuelas mediante la formulación de políticas a nivel estatal", dice Grubbs, de 57 años. "Llegué a la conclusión de que hasta que a los estudiantes les encante aprender, siempre será difícil lograr que aprendan. Así que me propuse crear un producto que despertara en los estudiantes el amor por el aprendizaje".

Después de asesorar varias campañas presidenciales, incluidas las carreras de Iowa para Steve Forbes en 2000, Tommy Thompson en 2008 y Herman Cain en 2012, y dirigir una empresa de consultoría política, Grubbs recurrió a la realidad extendida. Fundó VictoryXR en 2016.

Cuando Forbes habló con él, estaba en Islandia grabando una experiencia virtual de 360 ​​grados para las aulas de VictoryXR. Las aulas incluyen una biblioteca de excursiones virtuales, desde una visita al Gran Cañón hasta una granja de Iowa y la Gran Muralla China. Estas son esencialmente fotografías de 360 ​​grados en las que los usuarios pueden entrar. VictoryXR también ha creado alrededor de otros 100 espacios virtuales animados disponibles para universidades y educadores en el hogar, incluido un viaje a bordo del HMS Beagle a las Islas Galápagos, un paseo por las cámaras del Senado de los EE UU y el Museo del Ferrocarril Subterráneo.

"Pueden ponerse un auricular y ver un glaciar", dijo Grubbs. "Pueden ver el mundo: miran hacia arriba, miran hacia el suelo y todo está ahí".

En seis años, VictoryXR ha crecido de tres empleados a un personal de tiempo completo de 35 con otra oficina en Austin, Texas. La compañía generó más de 1 millón de dólares en ingresos el año pasado, y este año Grubbs proyecta recaudar más de 2,2 millones de dólares. "Hemos superado el largo y duro trabajo de los primeros días de la realidad virtual", dijo Grubbs. "Ahora tenemos algo de viento en nuestras velas".

Las universidades contratan a VictoryXR para construir un campus digital. Un campus gemelo digital típico de 5-7 edificios cuesta alrededor de 50.000 dólares, y Meta ha ayudado a las universidades participantes a financiar la construcción. Para construir el campus, el equipo de Grubbs utiliza una combinación de imágenes de Google Earth, fotografías de la institución y planos arquitectónicos. Este otoño, habrán lanzado una docena de universidades digitales. Esperan tener 100 en funcionamiento el próximo año.

" Somos una empresa de construcción en el metaverso. Nuestro equipo está replicando cada panel de ventana, cada ladrillo", dijo Grubbs. "Si trabajamos rápido, podemos hacerlo en ocho a 12 semanas".

Además de pagar la construcción inicial, VictoryXR cobra a las instituciones una tarifa de suscripción anual de 200 dólares por estudiante para acceder a los espacios virtuales. Estos incluyen un aula submarina, un laboratorio de química dentro de una estación espacial que orbita un protón gigante y un claro lleno de flores de cerezo en la base del Monte Fuji. A medida que las universidades amplían sus ofertas de realidad virtual, la empresa ganará más con el acceso a estos espacios ya construidos.

Actualmente, Meta no está cobrando a las universidades involucradas, y un portavoz de la compañía dijo que en este momento, "obtener ingresos de estas asociaciones no es una prioridad". "La educación es un caso de uso emocionante para el metaverso, y Meta Immersive Learning ayudará a los creadores de todo el mundo a adquirir habilidades para el metaverso y crear experiencias inmersivas para los estudiantes", dijo el portavoz.

Pero Meta tiene grandes planes para convertir el metaverso, donde finalmente viven los campus digitales, en una máquina de hacer dinero. El CEO Mark Zuckerberg ha dicho que la compañía tiene como objetivo facilitar miles de millones de dólares de comercio en el metaverso y espera tener al menos mil millones de usuarios en el espacio en la próxima década. Actualmente, la compañía domina el espacio de la realidad virtual: un informe reciente de International Data Corporation mostró que Meta ha capturado el 90% del mercado de auriculares.

Los primeros auriculares Quest marcaron un cambio de paradigma para la realidad virtual, dijo Daniel Coyle, ingeniero de software líder en VictoryXR. Antes de su debut en 2019, los sistemas de realidad virtual como Google Cardboard usaban solo tres grados de libertad, lo que significaba que los usuarios podían mirar alrededor de un espacio virtual, pero no podían moverse lateralmente dentro de él. The Quest, que utiliza seis grados de libertad, permite a los usuarios caminar y moverse hacia arriba y hacia abajo dentro del mundo virtual. También es compacto y no requiere una red de cámaras externas para rastrear los movimientos de los usuarios.

"El Quest salió y costaba 300 dólares, que era relativamente económico", dijo Coyle. "No necesitas una PC, no necesitas un chip de gráficos para juegos. [VR] ya no era solo para entusiastas". En comparación, HP Reverb se vende al por menor por alrededor de $ 400, los auriculares HTC Vive comienzan en 750 dólares y Valve Index cuesta más de 1.000. Meta está vendiendo el hardware con pérdidas, según Coyle. Los auriculares Quest deberían costar alrededor de 600 o 700 por pieza.

" La única razón por la que funcionó fue porque Facebook era una empresa lo suficientemente grande como para permitirse el lujo de asumir una pérdida masiva en las ventas de hardware, apostar por las ventas de software y centrarse en obtener una adopción masiva", dijo Coyle.

El mercado de la realidad virtual se valoró en 21.830 millones en 2021 y se espera que crezca un 15 por ciento cada año hasta 2030, según un análisis de mercado de Grand View Research. La carrera para desarrollar programas de aprendizaje en línea durante la pandemia llevó a muchas universidades a reconsiderar la realidad virtual y aumentada, especialmente para los estudiantes que no pueden estar en el aula, dijo James DeVaney, vicerrector asociado de innovación académica en la Universidad de Michigan. "Sabemos que el aprendizaje en línea desarrollado en una crisis no es lo mismo que el aprendizaje virtual elegantemente diseñado", dijo.

Ninguna de las instituciones piloto, con las que habló Forbes, que incluyeron a Morehouse, UMGC, Alabama A&M, la Escuela de Enfermería de la Universidad de Kansas, el estado de Dakota del Sur y CSU Domínguez Hills, cobrará a los estudiantes más por participar en el programa, y ​​prestarán los auriculares a los estudiantes durante el programa piloto este otoño. Kesa Herlihy, profesora asistente clínica en la Escuela de Enfermería de la Universidad de Kansas, dijo que los auriculares eventualmente pueden convertirse en parte de los materiales del curso de los estudiantes. En lugar de comprar un libro de texto de enfermería de $ 150 o pagar tarifas de laboratorio, se podría solicitar a los estudiantes que compren un auricular VR.

"Meta tiene grandes planes para convertir el metaverso, donde finalmente viven los campus digitales, en una máquina de hacer dinero. El CEO Mark Zuckerberg ha dicho que la compañía espera tener al menos mil millones de usuarios en el espacio en la próxima década". La mayoría de las clases pasarán solo una parte de su tiempo en el aula virtual. Ese tiempo se centrará en la participación activa de los estudiantes, que realizarán experimentos, dibujarán en 3D o realizarán una excursión virtual. La escuela de enfermería tiene previsto utilizar la realidad virtual para simular las interacciones con los pacientes.

"Los pacientes no son todos del mismo tamaño, forma o color", dijo Herily. " La realidad virtual brinda la oportunidad de ver pacientes, uno detrás de otro, que son diversos. Presenta más oportunidades de las que tendría con un solo maniquí". VictoryXR ofrece un espacio de sala de conferencias, pero eso no es para lo que se usa mejor la realidad virtual, según Coyle. A medida que los estudiantes y profesores se acostumbran a los auriculares, probablemente lo mejor sea establecer un límite de tiempo. A pesar de ser una mejora con respecto al hardware anterior, los auriculares Quest 2 todavía se sienten pesados ​​e incómodos después de aproximadamente una hora.

Las 10 universidades tienen diferentes planes para sus campus gemelos digitales. El estado de Dakota del Sur albergará clases de química orgánica y anatomía en realidad virtual. Horace Crogman, profesor de CSU Dominguez Hills, enseñará física en un aula virtual. Morehouse se ha aventurado fuera de los cursos STEM y planea ofrecer historia mundial y algunas clases de inglés en realidad virtual. Los campus de réplicas digitales son emocionantes, dijo DeVaney, pero las universidades no deberían limitarse a recreaciones virtuales de lo que ya tienen.

" ¿Por qué limitarnos a lo que ya sabemos? Un campus urbano puede tener ciertas limitaciones y un campus rural puede tener diferentes tipos de posibilidades... pero no hay razón por la que no debamos ampliar aún más nuestros entornos", dijo DeVaney. "Este es un espacio que estará en constante cambio durante los próximos cinco años. No veo que desaparezca, pero lo que será interesante es separar las iniciativas que son exageradas frente a las que siguen un enfoque de I+D más metódico".

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El metaverso llega a la universidad: así son las clases en el mundo virtual - Forbes España

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¿Recuerdas Aventuras sobre ruedas? En un episodio, la excéntrica y pelirroja señorita Frizzle reduce su clase al tamaño de un glóbulo rojo y viajan a

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Propuestas de la Educación Superior con el metaverso

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Propuestas de la Educación Superior con el metaverso

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https://www.universidad.edu.co/propuestas-de-la-educacion-superior-con-el-metaverso/

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El Observatorio de la Universidad Colombiana

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Julio 25/22 Más que una "moda tecnológica" o una crítica para y desde lo no presencial, el Metaverso es una realidad que desafía los escenarios educativos. Hay que conocerlo para cuestionarlo, adaptarlo o complementarlo.

Para ello, vale la pena conocer más de sus características, y para ello cobra valor el análisis de Juan Domingo Farnós Miró, Dr en Elearning, learning and technology, Gestión del conocimiento e inteligencia artificial (Educación Disruptiva), de la Universidad Complutense de Madrid, quien presenta un interesante contexto de lo que es el Metaverso, en su escrito en Linkedin:

Algunas universidades han lanzado una plataforma de aprendizaje digital de vanguardia que permite a los estudiantes trabajar, estudiar y vivir en un mundo virtual. El proyecto Metaverso es una simulación avanzada de la interacción humana. Es una plataforma digital abierta que crea una sensación de espacio compartido, donde el contenido puede satisfacer las necesidades de un individuo o un grupo. Se puede utilizar como una herramienta de enseñanza al mismo tiempo que ofrece otra oportunidad de aprender sobre las relaciones en el aula.

La competencia central radica en su metodología educativa. La base es crear un entorno en el que los usuarios se capaciten mediante la observación de sus pares y modelos a seguir con experiencia en temas particulares. Se trata de aprender de los expertos que tienen más conocimientos sobre varios temas. Por ejemplo, en una conferencia, los estudiantes pueden ver las presentaciones de un experto y cargar sus preguntas para responder según sus áreas de interés.

Campus digital: Metaverso es un campus virtual donde los estudiantes interactúan con sus compañeros y educadores. También es adecuado para el aprendizaje en línea.

La educación en línea es otra forma popular de educación en la que los estudiantes pueden aprender y colaborar a través de Internet.

Metaverso también permite a los educadores y expertos difundir su trabajo y conectarse con otros en la comunidad.

Identidad digital: los usuarios pueden administrar su identidad en línea y compartirla con otros en todo el mundo

Aprendizaje fuera de línea: la plataforma es adecuada para el aprendizaje a distancia en línea y el aprendizaje en campus tradicional.

Experiencia en redes sociales: El sistema incluye una red social que ayuda a los usuarios a establecer relaciones profesionales. Estos incluyen conferencias, charlas, seminarios y otras actividades sociales.

Herramientas de creación de contenido: la plataforma permite a los estudiantes crear su contenido y compartirlo con el mundo. Los estudiantes pueden aprender cómo hacer maquillaje o diseñar modelos 3D. También les permite crear sus propias experiencias de realidad virtual.

Mundos virtuales: estos mundos virtuales son donde los usuarios tienen un avatar controlado por el tiempo que pasan en el sistema. Pueden interactuar con amigos y otros avatares de todo el mundo. También es posible crear sus propias escenas, juegos y simulaciones en 3D.

Almacenamiento en la nube: para ayudar a los usuarios a compartir su contenido con una audiencia más amplia y pueden almacenar archivos.

Videoconferencia: la plataforma ofrece instalaciones de audio/videoconferencia para que los educadores puedan escuchar o ver las presentaciones de sus alumnos.

Chat: Los usuarios pueden chatear a través del sistema de mensajería de la plataforma.

Juegos: la plataforma se puede utilizar en un entorno de creación de juegos.

Sistema de gestión de aprendizaje: este sistema brinda a los usuarios acceso a todas las herramientas que necesitan para un aprendizaje efectivo.

Aula: Este es un ambiente interactivo donde los usuarios pueden elegir entre varias actividades para enseñar.

Soporte directo al docente: si los docentes tienen alguna pregunta sobre el sistema o cómo usarlo, pueden preguntar directamente a través del sistema de chat.

Multilingüe: la plataforma ha sido diseñada de manera que el aprendizaje sea posible en cualquier idioma

Aprendizaje móvil: la plataforma Metaverso también presenta soluciones de aprendizaje móvil para llevar su educación dondequiera que vayan.

Internacionalización: El sistema está diseñado para usarse en todo el mundo y está disponible en varios idiomas.

Dirección de carrera: los usuarios pueden explorar fácilmente las habilidades y la trayectoria profesional que más les convenga, en función de las áreas de interés.

Ofrece diferentes métodos de enseñanza que están diseñados para llegar a todo tipo de alumnos. Además, los estudiantes pueden interactuar con profesores y compañeros a través de varios otros métodos.

Esto incluye redes sociales y debates en foros donde los usuarios pueden compartir recursos con otros.

También hay un enfoque en la creación de redes profesionales y el desarrollo y exploración de carreras para los usuarios.

Los 3 componentes principales del metaverso

1) IA, o personajes animados. Se puede elegir un tipo de personaje animado entre varias opciones, como animales, plantas e imágenes generadas por computadora.

2) Entornos (simulaciones por computadora, entornos de realidad virtual y juegos en 3D): cada entorno es único y reflejará las características de los habitantes de ese mundo.

3) Actividades (contenido social o educativo como comunicación, juegos, actividades de aprendizaje y trabajo): Cada actividad es compleja y ofrece a los usuarios la oportunidad de explorar sus intereses de una manera divertida.

Metaverso ha desarrollado muchas herramientas diferentes para facilitar a los educadores el uso del sistema, que incluyen:

- Un currículo educativo que abarque diferentes materias, permitiendo a los educadores crear sus recursos en base a esto.

- Varios cursos están diseñados para estudiantes que desean aprender sobre un tema o habilidad específica.

El metaverso puede puede ofrecer servicios espaciales digitales en todo el mundo, utilizando tecnología y contenido educativo para mejorar la vida de educadores y estudiantes. Esta innovación ya ha ayudado a miles de estudiantes acercándolos a la creación de un aula virtual más segura para la educación superior.

Dado que el aprendizaje en línea se está generalizando, especialmente después de la pandemia, el sector de la educación ahora se centra predominantemente en la integración de tecnologías inmersivas en los planes de estudios académicos para que el aprendizaje sea divertido y atractivo.

El metaverso es uno de esos enfoques para los educadores de todo el mundo. Su objetivo es involucrar a los estudiantes en una experiencia inmersiva donde puedan participar en actividades divertidas, haciendo que el aprendizaje sea más entretenido. Atrás quedaron los tiempos en que los estudiantes imaginaban escenarios de libros de texto a través de las explicaciones dadas por sus maestros. Hoy, somos parte de un mundo conectado digitalmente, donde conceptos como el metaverso se manifiestan a través de casos de uso del mundo real. En tal escenario, no es difícil imaginar los resultados transformadores que esta red de mundos virtuales llamada metaverso puede traer al sistema educativo global.

Tomado de Linkedin

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Propuestas de la Educación Superior con el metaverso

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Julio 25/22 Más que una "moda tecnológica" o una crítica para y desde lo no presencial, el Metaverso es una realidad que desafía los escenarios educativos. Hay que conocerlo para cuestionarlo, adaptarlo o complementarlo. Para ello, vale la pena conocer más de sus características, y para ello cobr

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John Kelly | Welcome to Future Education 3.0, a newsletter dedicated to exploring the latest trends, innovations and ideas in ED3.

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Escuelas de idiomas en el metaverso y clases de conversación con ChatGPT: la IA llega a la enseñanza online

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Escuelas de idiomas en el metaverso y clases de conversación con ChatGPT: la IA llega a la enseñanza online

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Los últimos avances en inteligencia artificial y realidad aumentada están transformando la enseñanza de idiomas en internet. Ya es posible practicar la expresión oral sin necesidad de que haya una persona al otro lado de la pantalla

El servicio GoVR, de la plataforma de clases en línea GoStudent, utiliza el metaverso de Meta para la enseñanza de idiomas.

Apenas ha transcurrido medio año desde que ChatGPT revolucionó el mundo de la tecnología y nuestro día a día. La inteligencia artificial generativa ha abierto camino prácticamente en todos los ámbitos: desde el laboral hasta el del entretenimiento, y ahora también en el educativo. La enseñanza de idiomas a través de la web se está valiendo de esta herramienta para suplir algunas de sus antiguas carencias, como la práctica de la expresión oral. Hasta ahora, sin la interacción con una persona real que intercambiara ideas con el estudiante, era prácticamente imposible lograr alguna mejoría en este aspecto.

Las aplicaciones que ponen en contacto a hablantes nativos que están aprendiendo el idioma contrario e intercambian mensajes o llamadas de teléfono desde distintas partes del mundo llevan años en funcionamiento. Pero con ChatGPT ya no resulta necesario que el interlocutor sea un ser de carne y hueso. Los tutores virtuales, programados con IA generativa, han llegado para hablar con nosotros en el idioma que elijamos; no solo de forma escrita, sino también oral.

Emma es uno de los tutores IA que han surgido a raíz de la expansión del chatbot (robot conversacional) de OpenAI. Pertenece a la plataforma Talk Pal AI y ayuda a practicar hasta 16 idiomas, al extraer información de ChatGPT y hacer preguntas al alumno. La conversación tiene bastante fluidez, pues solo tarda unos cuantos segundos en responder a lo que el usuario le plantea. Emma ofrece información sobre los asuntos que interesan al estudiante, pero, sobre todo, le hace preguntas para que mejore sus competencias en el idioma, ya sea por escrito o por audio. Las herramientas como Talk Pal AI, que no han hecho más que multiplicarse durante los últimos meses, ayudan no solo con la expresión oral y escrita, sino también con la comprensión auditiva y lectora. El chatbot de la popular app Duolingo ya ofrece también su servicio con la última versión de ChatGPT. Eso sí, estas webs y aplicaciones suelen limitar su versión gratuita a unos cuantos minutos al día o a una versión de prueba.

El propio ChatGPT también ayuda a resolver dudas durante el aprendizaje de un idioma. Si se le realizan consultas sobre vocabulario o cultura, ofrece información y explicaciones; y si se plantea una duda sobre una pronunciación, desglosa la palabra y explica el sonido de cada letra y sílaba.

El 'Metaverse Institute' del centro oficial de enseñanza del idioma coreano.

Sin embargo, no solo esta novedad ha llegado pisando fuerte en los últimos tiempos; diversos sectores están incorporando la realidad virtual y la aumentada para ofrecer servicios que antes no resultaban posibles. Tras la popularidad que adquirió el metaverso de Facebook, sobre todo durante el pasado año, han surgido institutos de idiomas que buscan seguir su estela y ofrecer un mundo propio, aunque no sea exactamente en esa plataforma. Es el caso, por ejemplo, del Instituto King Sejong, el centro oficial de enseñanza del idioma coreano. El pasado mes de febrero, esta fundación dependiente del Ministerio de Cultura, Deportes y Turismo de la República de Corea lanzó el Metaverse Institute, un espacio virtual de comunicación en tiempo real "en el que los estudiantes de todo el mundo pueden comunicarse cuando y donde sea", explica Haiyoung Lee, presidente del Instituto. Ya han utilizado la plataforma casi 46.000 estudiantes de 144 países; 413 de ellos, en España.

El Metaverse Institute utiliza animaciones 2D, por lo que no puede considerarse una herramienta de realidad virtual, pero la intención es la misma: crear una extensión del mundo real, un espacio virtual en el que interactuar desde casa emulando lo que se haría en persona. En este caso, se trata de un pequeño Seúl en el que es posible practicar coreano con personas de todo el mundo, aprender sobre la cultura del país y tener acceso a libros de texto completos de distintos niveles.

El Instituto Sejong pretende "brindar la posibilidad de practicar el idioma a aquellos que no tienen la oportunidad de hacerlo de manera oral". Incluso algunos profesores recurren a este espacio para impartir sus clases, puesto que se pueden mantener conversaciones por voz y a través de la cámara.

Quien sí ha dado el salto al metaverso de Meta con su servicio GoVR ha sido la plataforma de clases en línea GoStudent, que de momento está operativa en Alemania y en Austria. Podría decirse que el objetivo es parecido al del Instituto Sejong: se trata de crear un entorno inmersivo repleto de avatares para aprender y practicar; solo que, en este caso, sí forma parte de la herramienta de Meta y, por tanto, se requiere el equipamiento tecnológico correspondiente, las gafas de realidad virtual. GoStudent continúa ofreciendo clases online con tutores humanos, pero traslada la lección de la videollamada a un entorno virtual: el metaverso. Con esta posibilidad, la empresa pretende que los alumnos ganen confianza al hablar otro idioma y que, además, el proceso de aprendizaje sea más divertido: los estudiantes tienen acceso a más de 40 localizaciones virtuales (como restaurantes, clubes de comedia o unos estudios de televisión), donde los ejercicios se completan en equipo.

Autoaprendizaje en el día a día

Además de estas herramientas que buscan ofrecer novedades a la altura de los cambios que vivimos, las que llevan años disponibles también se actualizan constantemente para ofrecer una mayor inmediatez, como los traductores. Desde que existe el traductor online, que ha desbancado a los diccionarios físicos, se ha convertido en un instrumento esencial durante el aprendizaje de un idioma. Lo más habitual es usar el servicio de Google, o el que viene instalado por defecto en los móviles o una app de traducción de un idioma específico.

Utilizar la herramienta de escribir con el dedo o con un bolígrafo especial para las pantallas también es idónea si el idioma que se está estudiando tiene caracteres distintos a los de nuestra lengua. CLARA REBOLLO

El traductor de Google dispone de una herramienta especialmente útil y que no suele encontrarse en aplicaciones similares: la traducción simultánea por imagen. Al seleccionar la opción de tomar una imagen o subirla desde el dispositivo, si se elige abrir la cámara y se sitúa frente a lo que se desea traducir, aparecerá el texto en el otro idioma encima del texto original, sin necesidad ni siquiera de capturar la fotografía. El sistema operativo de los móviles de Apple (iOS) incluye esta capacidad de traducción instantánea, disponible en la app Traducir y también en las apps compatibles. En otras aplicaciones similares, aparece la traducción una vez que analiza la imagen subida, por lo que el resultado no es tan inminente.

Además, tanto Android como iOS disponen de una opción para traducir una conversación en el momento. Se pulsa el micrófono del idioma correspondiente y ambos interlocutores pueden ver las traducciones y contestar en el mismo dispositivo. El traductor integrado en iOS incluso permite situar los micrófonos uno enfrente del otro en la pantalla, para que cada persona pueda pulsarlo cuando lo necesite y leer el resultado, manteniéndose en la posición natural para la interlocución. Estas herramientas resultan especialmente adecuadas para situaciones cotidianas y para los viajes.

Si el idioma que se está estudiando tiene caracteres distintos a los de nuestra lengua, como el japonés o el chino, la herramienta de escribir con el dedo o con un bolígrafo especial para las pantallas también es idónea. De esa forma, además de no tener que descargar en el teléfono el teclado en otro idioma, se puede practicar la escritura cada vez que se desee realizar una consulta.

Igual que esos traductores online, los asistentes personales virtuales como Siri, Alexa o Google llevan años en funcionamiento y no dejan de actualizarse para mantener el ritmo de los cambios. Si se configura el dispositivo para que el idioma en el que responda el asistente sea el que se está aprendiendo, el usuario se obligará a sí mismo a practicarlo, enfrentándose a situaciones diarias y utilizando vocabulario habitual. Algunas aplicaciones, como Rosetta Stone, incluso permiten que Alexa dé lecciones sobre expresiones y vocabulario.

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Escuelas de idiomas en el metaverso y clases de conversación con ChatGPT: la IA llega a la enseñanza online

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Los últimos avances en inteligencia artificial y realidad aumentada están transformando la enseñanza de idiomas en internet. Ya es posible practicar la expresión oral sin necesidad de que haya una persona al otro lado de la pantalla

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Augmented Reality technology brings subjects to 3D life, thus becoming a persuasive storytelling medium set to shape the learning curve experiences helping educators enhance educational engagement amongst continuous learners, whether it is a student's classroom or a billionaire's boardroom.

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The Augmented Reality's technological potential is all set to revolutionize the tourism industry with its unique and meaningful implementation attracting the modern tourists to visit popular destinations worldwide.

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Whether it is a department store, a beauty outlet, a cosmetic product or a snack bar shop - retail can take many forms and the power of Augmented Reality arms the brands to innovate their stores to establish an interactive and engaging shopping experience to its customers.

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AI Is Taking Over the 'Low-Code/No-Code' Dev Space, Including Microsoft Power Apps

So Microsoft isn't investing billions of dollars into ChatGPT and GPT-4 creator OpenAI for nothing.

Fresh on the heels of the advanced GPT-4 offering from OpenAI, Microsoft today announced its Power Platform "is reinventing software development with AI-powered no-code development."

The company announced "Copilot" was coming to the entire Power Platform, including the low-code/no-code Power Apps development component, a companion to Power Automate and Power Virtual Agents. That moniker borrows from the GitHub Copilot "AI pair programmer" that developers now use regularly in Visual Studio and Visual Studio Code. The magic behind the OpenAI Copilot-infused offerings comes from supercharged natural language processing (NLP) tech that lets machines interact with humans in such a way it's hard to tell the generated AI prose is coming from a machine.

On the flip side of that is NLP input that results in generated content, as Microsoft yesterday said, "Now, if you can imagine your solution, you can simply describe it in everyday language, and Copilot can create it for you via an intuitive and intelligent low code experience. Copilot will accelerate development for citizen and professional developers alike."

Here's an example of a NLP input and the resulting generated code:

[Click on image for larger view.] NLP Input and Resulting Code (source: Microsoft).

Another Microsoft March 16 post lists examples of natural language prompts that developers can use:

"Create a time and expense application to enable my employees to submit their time and expense reports."

"Build an application to automate the manual process of creating and approving customer invoices."

"Generate an employee onboarding application to capture new hire information and share training content and learning modules."

Power Apps Copilot in Action (source: Microsoft).

AI taking over the low-code/no-code space isn't new and was summed up by Forbes in an article last year that detailed "The 10 Best Examples Of Low-Code And No-Code AI."

In fact, the company NoCode.ai debuted way back in April 2021 with a mission to "Build AI Solutions without Coding."

But all of that has been taken to a new level with advanced tech like GPT-4, the latest in a years-long series of moves by Microsoft, which is clearly gaining an edge in the AI space over competitors like Google, Apple and so on.

"Microsoft Power Platform has been on a journey to empower all developers with AI-powered development experiences since 2021," Microsoft said yesterday. "Power Apps was one of the first products to use GPT in a commercial capacity, and express design in Power Apps has enabled makers to automatically turn their drawings, images and Figma documents into app user interfaces (UIs). This union of AI and low-code revolutionizes the way solutions are built and fundamentally transforms the way people work, collaborate, and create."

[Click on image for larger view.] Microsoft's AI Progression (source: Microsoft).

That announcement came shortly after Microsoft revealed it had for some time been using pre-release GPT-4 tech to power its "new Bing" search experience. A $10 billion-plus investment apparently buys a lot of leverage in getting first dibs on proprietary tech from a company that when it debuted way back in 2015 said, "Since our research is free from financial obligations, we can better focus on a positive human impact."

After yesterday's debut of GPT-4, some data scientists noted that OpenAI didn't disclose technical details backing the latest iteration of its advanced AI system like it has in the past, speculating the company is switching from a research focus to a revenue-generating focus, something clearly detailed in an article yesterday from The Verge.

Thus, "democratizing development and enabling even more people to create innovative solutions through natural language," as Microsoft yesterday said it's doing, naturally comes with a pricing plan, like just about every other software development offering (VS Code being a rare open-source-based exception).

It's unclear if Power Apps pricing will be increased following the infusion of Copilot, but it does come with a free 30-day trial.

About the Author

David Ramel is an editor and writer for Converge360.

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AI Is Taking Over the 'Low-Code/No-Code' Dev Space, Including Microsoft Power Apps -- Visual Studio Magazine

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Power Platform 'is reinventing software development with AI-powered no-code development.'

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https://www.8thwall.com/

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Augmented Reality (AR): Trends, Frameworks, and Tools

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Augmented Reality (AR): Trends, Frameworks, and Tools

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https://geekflare.com/augmented-reality-trends/

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Augmented Reality is a technology that is going to change the way we live, communicate, learn and work.

What is Augmented Reality?

Unlike VR ( Virtual Reality) which makes you submerge yourself in a virtual environment, AR is all about augmenting the present reality with technology.

Augmented Reality (AR) doesn't obstruct your vision. It adds to it. Keep reading to know about the latest AR trends and tools.

This is Virtual Reality (VR):

Awkward, Uncomfortable, Blinding, and most of the time, just a form of digital entertainment.

For an ordinary human, this was never meant for anything but amusement. Factor in the cost of a decent VR headset, and you'll be having a non-essential luxury at hand.

This is Augmented Reality, enriching your vision with digital overlays.

A more straightforward form of AR can be seen in the famous game Pokemon GO. A tiny Pikachu overlay on your surroundings.

Those basic overlays just need your AR-enabled smartphone.

But not just games; brands are also using AR applications for giving a next-level user experience. Take a look at how a furniture brand-IKEA-is using augmented reality:

For more superior projections, you'll need a dedicated augmented reality headset like the Microsoft HoloLens.

Some call Microsoft HoloLens a Mixed reality (MR) device, which it certainly is. But the term Mixed Reality is coined from mixing the two worlds-real and digital. So, Mixed Reality is nothing but an advanced form of AR-consider it Augmented Reality 2.0.

Currently, augmented reality is an innovation hotbed. Let's take a look at some of the major AR trends, brand-by-brand.

Recent AR Trends

Google Cloud has teamed up with Fiat Chrysler Automobiles (FCA). The target is to refine the buying process. AR is being deployed to help consumers in making a buying decision. Take a look:

With all that, you can see the Car in 3D through your smartphone on the road. Not only this, it gives a life-like peek inside the cabin.

Catching up in AR, Amazon has opened a Salon! Yes, you read that right. Amazon Salon, in London, is like a regular salon but takes advantage of Augmented Reality. Enter that salon, and you can virtually try different hair colors with AR before finally picking your favorite in real.

Not just this, Amazon has also partnered with BRIO XR. The objective is to make products customer interactive and in 3D. Finally, they are aiming to improve buyer confidence and minimize returns.

Doing AR in style, Facebook has launched its first-generation Smart Glasses with Ray-Ban. These glasses can take photos and videos. They also have an in-built mic and speakers; one can use them for calling as well. You can get them at USD 299 apiece.

Keeping its fans on their toes, Apple is keeping its extended reality (AR, VR, & MR) developments a secret. It is rumored to launch Apple glasses in the near future.

Let's jump on the following section to review some of the blazing hot AR/MR tools.

Microsoft Mesh

The most recent Mixed Reality development by Microsoft is Mesh.

Microsoft says you can use your smartphone, VR headsets, PCs to participate in Mesh. But it's the HoloLens that gives you the maximum creativity inside Mesh.

Mesh connects people from different geographical locations. With Mesh-powered devices, it brings them together in a holographic world.

This gives a whole new dimension to remote collaboration.

Though not as big as Microsoft, Google has deployed AR in Search, Maps, and Lens.

So you can google search some results (a hedgehog in this case) and visualize that in 3d. Similarly, Google Maps has a live view in limited locations that projects important information on the real world. Currently, Google is constantly driving around the world, adding in the live street view for more locations.

Besides, Google has Lens, which aids in using its search engine directly from the camera. This can also be used in scanning and translating text from images.

Notably, your phone should support ARCore (Android) or ARKit (iOS) to enable AR content. Check out the list of supported devices here.

CoSpaces Edu

CoSpaces uses AR/VR to make teaching enthralling and live. You can implement it to create in 3D and deploy it instantly for the students to educate and entertain.

For instance, check out this virtual exhibition created with CoSpaces tools:

Similarly, educators can create interactive stories and conduct experiments in the virtual world.

They have a free plan for you to try it out risk-free.

Similar to CoSpaces, Fectar gives sets of tools to build virtual content easily. It can be used to create presentations, lessons, 3D spaces, etc. But unlike the previous platform, Fectar has much more on the radar.

Fectar has a dedicated section to demonstrate various use cases of its tools. Apart from the industries mentioned in the above image, it covers Real-estate, Marketing, etc.

Vuforia by PTC has its focus on the core industry. They are keen to use AR to the advantage of frontline workers, sales, and manufacturing.

They have various case studies, including some of the big names like Volvo, Toyota which used Vuforia's AR expertise to their benefit.

Wikitude offers Augmented Reality as their prime and only product. They specialize in AR application development. They have an endless library of applications to show their worth in the realm of augmented reality.

Wikitude has both-one-time and subscription-based plans to cover everyone. Additionally, they allow a 45-day free trial to get a taste of their AR capabilities.

Unity Technologies have MARS (Mixed and Augmented Reality Studio) to help developers, creators, and storytellers. You can use it to build interactive and intelligent AR apps.

Unity ensures that applications developed with MARS will be responsive to physical space and context-aware.

They also have a development platform, AR foundation. You can use it to develop AR apps for multiple platforms (Android, iOS, Wearables, etc.) in one go.

Amazon Sumerian

Sumerian is an Amazon Web Services (AWS) tool to create web-browser-based AR and VR applications.

Sumerian has ready-to-use templates for you. You can use them to create basic scenes and actions using a drag-and-drop user interface. One can utilize the library of scripting APIs for more complex interactions.

Apps built with Sumerian can be delivered to iOS and Android without needing a native app.

For using Sumerian, you need a subscription to AWS, and luckily there is a free tier. The free plan works for 12 months. However, with the trial, you can only publish content limited to 50MB storage, which AWS says is equivalent to 100 views per month.

Its paid plans are charged based on the cloud storage you use and views received during production & editing.

ZapWorks by Zappar

Similar to Wikitude, ZapWorks has an extensive portfolio showcasing its prowess. Check out this video by Zappar showing some of its use cases:

There are plenty of tools for you to create, learn and train in AR.

For creating, they have ZapWorks Studio, ZapWorks Designer, and some universal AR SDKs for developing with various environments.

ZapWorks Studio is a fully-fledged custom AR development tool. In contrast, ZapWorks Designer is a drag-and-drop tool for swiftly creating AR applications.

ZapWorks has a hobbyist plan which is free to create without any commercial use.

Final Words 👨‍🏫

Extended reality (especially AR) has vital applications for every industry. They already boast countless use-cases and success stories. And it's only going to expand in quality and reach.

You should try some of the aforementioned platforms, as most are risk-free and come with no commitments. And quite likely, you will add to the testimonials.

If you are looking to learn how to build AR apps then check out this brilliant online course.

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Augmented Reality (AR): Trends, Frameworks, and Tools

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Augmented Reality is a technology that is going to change the way we live, communicate, learn and work. What is Augmented Reality? Unlike VR (Virtual

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8 Notable AR No Code Platforms to Create Creative Apps

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8 Notable AR No Code Platforms to Create Creative Apps

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https://geekflare.com/ar-no-code-platforms/

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8 Notable AR No Code Platforms to Create Creative Apps

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Plan de entrenamiento y formación superior con elearning en combinación con la IA y con el Deep learning (prácticas dentro de la Educación disruptiva)

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https://juandomingofarnos.wordpress.com/2023/06/05/plan-de-entrenamiento-y-formacion-superior-con-elearning-en-combinacion-con-la-ia-y-con-el-deep-learning-practicas-dentro-de-la-eduacion-disruptiva/

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¿Competencias» para docentes? ¿Serán así los docentes del siglo XXI? ¿Se adaptarán dentro de sus nuevos roles a esta nueva sociedad? (Competencias con el soporte de la IA y competencias con las TIC)

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¿Competencias» para docentes? ¿Serán así los docentes del siglo XXI? ¿Se adaptarán dentro de sus nuevos roles a esta nueva sociedad? (Competencias con el soporte de la IA y competencias con las TIC)

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https://juandomingofarnos.wordpress.com/2019/06/09/competencias-para-docentes/

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Los efectos «multimedia» dentro de la interactividad y la interoperabilidad de aprendizajes y conocimientos

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Los efectos «multimedia» dentro de la interactividad y la interoperabilidad de aprendizajes y conocimientos

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https://juandomingofarnos.wordpress.com/2020/04/19/los-efectos-multimedia-dentro-de-la-interactividad-y-la-interoperabilidad-de-aprendizajes-y-conocimientos/

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«El papel de los algoritmos en la educación digital: una herramienta para el empoderamiento del estudiante»

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«El papel de los algoritmos en la educación digital: una herramienta para el empoderamiento del estudiante»

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https://juandomingofarnos.wordpress.com/2023/05/02/el-papel-de-los-algoritmos-en-la-educacion-digital-una-herramienta-para-el-empoderamiento-del-estudiante/

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Desarrollo e implementación con LLaMa (meta) y Chatgpt de procesos de aprendizaje (algoritmos de retroceso) dentro de la Educación disruptiva vs IA. (prácticas directas)

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Desarrollo e implementación con LLaMa (meta) y Chatgpt de procesos de aprendizaje (algoritmos de retroceso) dentro de la Educación disruptiva vs IA. (prácticas directas)

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https://juandomingofarnos.wordpress.com/2023/07/10/desarrollo-e-implementacion-con-llama-meta-y-chatgpt-de-procesos-de-aprendizaje-algoritmos-de-retroceso-dentro-de-la-educacion-disruptiva-vs-ia-practicas-directas/