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Many educators are increasingly acquainting themselves and becoming adept with interactive technologies like augmented reality and virtual reality. Some of them are also looking forward to using Metaverse applications, as they want to benefit from its immersive three-dimensional capabilities. Therefore, the purpose of this study is to critically review the extant literature to investigate how, why, where and when the Metaverse can be used for educational purposes. This study also discusses opportunities, challenges and risks related to this disruptive technology.

A Preferred Reporting Items for Systematic Reviews and Meta-Analyses rigorous protocol is used to search, extract, scrutinize and synthesize content from high-impact articles focused on the use of the Metaverse technology in the realms of education. Afterwards, this study theorizes on the costs and benefits of using this interactive technology with students.

A number of researchers are already experimenting with virtual technologies that are very similar to the Metaverse, in different contexts. This research indicates that most students are lured by immersive multi-sensory three-dimensional environments as well as by virtual reality applications that could simulate real-life situations and provide engaging experiences with virtual representations of people, places and objects. On the other hand, this study reveals that educators ought to consider the potential pitfalls of the Metaverse, including privacy breaches and security risks, as well as possible addictions and the development of mental health issues, among others.

Students and educators can use the Metaverse to catapult themselves in a simulated digital universe that could reconfigure their sensory inputs, definitions of space, time and points of access to information. This research calls for the development of regulatory instruments, including sound principles, guidelines and procedures that are intended to safeguard and protect Metaverse users.

This contribution implies that there is scope for educators to continue developing the Metaverse’s virtual spaces to improve their students’ motivations, aptitudes and learning outcomes. This study clarifies that the use of the Metaverse in education can create infinite possibilities to enhance their knowledge, competences and abilities through its immersive applications. Yet this paper also raises awareness about possible challenges in the short term as well on other risks associated to the prolonged use of this captivating technology.

Metaverse means a world in which virtual and reality interact and co-evolve, and social, economic, and cultural activities are carried out in it immersively. In this scenario, it goes beyond just combining the physical and virtual worlds – there is a continuity between them, creating an ecosystem that merges the two universes (physical and virtual). This scenario is considered an innovative educational environment that enhances technologies related to the metaverse, which results in the fusion of resources and elements from the real with the virtual. Thus, the goal of this chapter is to map what an innovative digital learning environment with the metaverse looks like. In order to address these issues, a comprehensive and integrative review was conducted in the Scopus and Web of Science (WoS) databases. (1) What is the metaverse? and (2) How can metaverse be used to create a cutting-edge digital learning environment? Results show that the metaverse may be integrated with problem-based learning, gamification, and maker culture approaches to create an even more creative and successful learning environment. This chapter will give an illustration of how a creative digital learning environment may be created utilizing the metaverse.

The purpose of this study is to explore the potential contribution of the metaverse to improve training and development as a function of human resource development (HRD) perspective. The authors explore the benefits and challenges of the metaverse and introduce cases of companies using the metaverse in training.

A narrative literature review was conducted to collect information on the metaverse in training. The authors reviewed peer- and non-peer-reviewed articles, book chapters, white papers, corporate websites and blogs and business magazines.

A total of 75 articles were reviewed, including 14 cases, which were summarized to demonstrate how companies are applying metaverse technology in training contexts. For a more in-depth review, three cases were selected and summarized in terms of context, process and outcomes.

The metaverse is an emergent topic in HRD. It has the potential to revolutionize the functions of training and development through the combination of advanced technologies, including virtual reality, augmented reality and mixed reality. This article is the foundational attempt to provide a comprehensive summary of existing literature and case studies that highlight the potential of the metaverse in training within the context of HRD.

This study aims to assess how prepared and flexible accounting professionals are to produce financial accounts that adhere to Shariah regulations in the metaverse. The study also highlights the potential positive and negative effects of metaverse utilization on the financial reporting quality of Islamic financial institutions (IFIs).

A questionnaire was distributed to a random sample of 102 accounting professionals employed in IFIs in Bahrain.

The capacity to provide real-time reporting within the metaverse would enhance the quality and reliability of Islamic financial reporting. Furthermore, the fluctuating values of digital assets in the metaverse pose a significant challenge to ensuring accurate financial reporting. IFIs fail to create an environment suitable for transitioning to the metaverse. Moreover, the participants expressed concerns about how the rapid expansion of the metaverse may challenge the adherence to Shariah governance principles in virtual financial transactions. They further recommended that the Accounting and Auditing Organization for Islamic Financial Institutions (AAOIFI) establish explicit directives on Shariah governance in the metaverse.

Various IFIs’ stakeholders, including practitioners, shareholders and employees interested in adopting the metaverse technology, can benefit from the findings of the studies. In addition, the study could help Islamic banks in Bahrain better grasp the readiness and adaptability of accounting professionals. This understanding would aid in establishing robust financial reporting standards that align with Shariah principles in the metaverse.

This research examines the metaverse through the lens of Islamic financial reporting, offering recent evidence on technological developments and financial reporting practices within an Islamic context. The research findings would contribute to advancing the knowledge among academics, professionals and all interested parties concerning the effects of metaverse implementation on Shariah governance principles and the quality of financial reporting. The study findings would offer policymakers and regulators in the Islamic finance sector essential insights.

Inclusive growth in the education sector is still a major challenge in some countries because of limited access to technologies and internet connectivity, among other reasons. However, as a technology, augmented reality (AR) is expected to be widely used in the field of education in the future. The main purpose of this paper is to explore the use of AR for inclusive growth in education as well as identify the challenges, particularly in countries like India and Tanzania.

This paper applies a systematic literature review by analysing and synthesising relevant documents, mainly journal articles, books and conference papers. Descriptive statistics and cross-tabulation were used for the analysis. Content analysis was used to evaluate the contents of the reviewed literature.

For the use of AR, it is important to have adequate digital infrastructure, access to universal internet or broadband facilities and the digital empowerment of citizens. Major challenges to inclusive growth in education include the lack of trained teacher educators and students’ preference for practical or project-based curriculum.

Practitioners in both countries may consider the use of AR for inclusive growth in education.

This paper specifically examines the use of AR in higher education and the related challenges based on a review of two countries, namely India and Tanzania.

In light of the technological advancements and impact of the COVID-19 pandemic on educational systems, universities worldwide had to find new methods to ensure that the educational process continued. In many countries, including Egypt, it has become a priority to direct their institutions toward digital transformation, using electronic means in the educational process. A set of challenges emerged in the educational process, especially in architectural learning, focusing on the design studio; problems intensified and some professors rejected the idea of distance learning, announcing their strong adherence to traditional face-to-face learning. This research aims to find a methodology that informs the choice of digital technology in architectural design courses.

The researchers used both qualitative and quantitative methodology based on inductive, analytical, interview-questionnaire and empirical studies in Egypt.

Results show that many criteria affect the selection of proper applications. Also, using multiple applications in architecture design course helps students understand the material. However, hybrid learning is crucial in teaching architectural design since it cannot be effectively conveyed solely through distance learning.

The results of the research will help improve and develop the distance learning system in architectural education by proposing a methodology for choosing suitable electronic tools for architecture studio courses. These courses enhance the effectiveness of students' understanding and comprehension during the distance learning process to increase motivation for thinning development, imagination and educational skills.

The health and survival of massively multiplayer online games (MMOGs) are of paramount concern to stakeholders. It is essential to understand the usage behaviors of exploitative and exploratory strategies. By combining the typical user experience with psychological mechanisms in MMOGs, this study is devoted to clarifying how technology affordance and digital perfectionistic intention influence reinforcement and variety-seeking orientations of MMOGs use.

This study adopted a sequential triangulation mixed-methods design to explore how diverse usage behaviors of reinforced and varied use in MMOGs are formed. After proposing the theoretical framework from MMOGs affordance, perfectionistic intentions, and diverse use, empirical evidence was initially collected from representative samples through a survey. Qualitative interviews from players in MMOGs and game industry practitioners are conducted to confirm the results, supplement understanding, and gather insights from diverse backgrounds. The quantitative and qualitative inferences are discussed to validate the research focus.

Findings from various perspectives suggest that perfectionistic intentions are critical antecedents of different usage behaviors influenced by affordances provided in MMOGs. Goal-driven affordance with reward and competition, interaction affordance, and identity affordance are key MMOGs affordances and could affect perfectionistic intentions differently. People with different perfectionistic intentions, which are the psychological outcome of MMOGs affordances, possess diverse usage behaviors.

This study is the first to consider diverse usage behaviors in virtual worlds such as MMOGs by combining lenses of perfectionistic intentions and technology affordance. Findings from mixed-methods analysis significantly enrich the research on online game usage behavior, offering valuable theoretical and practical implications for studying usage behaviors within the virtual world.

The purpose of this paper is to explore the tourists' perception of smart tourism with the application of virtual reality and design a framework of smart tourism with elements of VR for Indian Tourism especially in the periods of the pandemic COVID-19. The ever-evolving and unprecedented COVID 19 situation had posed extreme challenges for the travel and tourism industry. In such conditions, it is becoming increasingly necessary to rely on digital technologies, ICT and smart tourism. ICT has served as a catalyst for innovations in tourism.

This study investigates the impact of smart tourism and virtual reality technology on the perception of tourists towards travelling decisions during and post COVID-19 scenario. The respondents involved in the study were tourists travelling in India, the tourists come from different parts of India. A structured questionnaire has been administered to collect data from 224 travellers across India. The questionnaire consisted 22 constructs. The constructs in this section were measured using a five-point Likert scale ranging. In the first step, the first order Confirmatory Factor Analysis (CFA) is carried out, by using the software IBM AMOS-20. The initial model is generated ix constructs, and outcomes are used to analyse the model's goodness of fit and construct validity. In the second step, Structural Equation Modelling (SEM) is carried out to do the path analysis of the proposed model. The effect of relationships amongst the theoretical constructs is also analysed using SEM.

The findings imply that the application of smart tourism along with virtual reality forms a positive perception of tourists and provides a sustainable platform for tourism organizations in Indian tourism. Virtual reality-based tourism has emerged as alternate for the tourism industry during the times of Covid, which in long run can be seen as a substitute to traditional tourism. The increasing use of blue ocean concepts, to delivery high-value experience at low cost has complimented the tourism industry. The researchers have made a modest attempt by proposing a blended model of smart tourism with virtual reality as a blue ocean strategy and which would ultimately facilitate the sustainability of the Industry by creating multi-dimensional values of experience for tourists in India.

The researchers have made a modest attempt by proposing a blended model of smart tourism with virtual reality as a blue ocean strategy, which would ultimately facilitate the industry's sustainability by creating multi-dimensional values of experience for tourists in India.

This qualitative study designs a smart tourism system with the use of the recent advances in ICT and Virtual Reality (VR), as a bridging solution and the saviour of the tourism sector in India during COVID 19. The integration of ICT into the travel experience has resulted in the social phenomena of smart tourism. This has led to a rise in use of smart tourism tools among tourism service providers.

This study explores the impact of new technologies, such as simulation and virtual reality, on the pedagogy and learning of engineering students. It aims to compare the effectiveness of these digital tools against traditional teaching methods in enhancing student learning experiences.

Utilizing a quantitative research approach, the study involved third-year engineering students from the “Production Management” course at the School of Engineering of Vitoria-Gasteiz. Data were collected through an ad hoc questionnaire and analyzed using SPSS software, focusing on student satisfaction, challenges in adopting new technologies and the evolving roles of students and teachers.

The research highlighted several key aspects. Firstly, it identified the need for adapting teaching methods to incorporate new technologies effectively. Secondly, the integration of simulation and virtual reality was found to facilitate a deeper understanding of real-world problems, as students could engage with these issues in a simulated, virtual environment. Finally, the study emphasized the importance of pedagogical approaches that leverage these technologies to increase student involvement and motivation. The results suggest a positive impact of digital tools on the learning process in engineering education.

The study’s scope was limited to one course within a single institution, suggesting the need for broader research across various disciplines and educational settings.

This research offers valuable insights into the integration of simulation and virtual reality in engineering education, underscoring their potential to enhance the learning experience and knowledge acquisition among students.

This paper aims to determine the impact of perceived virtuality on team dynamics and outcomes by adopting the Input-Mediators-Outcome (IMO) framework. Further, it also investigates the mediating role of team processes and emergent states.

The authors collected survey data from 315 individuals working in virtual teams (VTs) in the information technology sector in India using both offline and online questionnaires. They performed the analysis using Partial Least Squares Structural Equation Modelling (PLS-SEM).

The authors investigated two sets of hypotheses – both direct and indirect (or mediation interactions). Results show that psychological empowerment and conflict management are significant in managing VTs. Also, perceived virtuality impacts team outcomes, i.e. perceived team performance, team satisfaction and subjective well-being.

The interplay between the behavioural team process (conflict management) and the emergent state (psychological empowerment) was examined. The study also helps broaden our understanding of the various psychological variables associated with teamwork in the context of VTs.

Findings from this study will aid in assessing the consequences of virtual teamwork at both individual and organisational levels, such as guiding the design and sustainability of VT arrangements, achieving higher productivity in VTs, and designing effective and interactive solutions in the virtual space.

The study examined the interplay between behavioural team processes (such as conflict management) and emergent states (such as psychological empowerment). The study also theorises and empirically tests the relationships between perceived virtuality and team outcomes (i.e. both affective and effectiveness). It may serve as a guide to understanding team dynamics in VTs better.

This exploratory study attempts to enhance the current understanding of the research and practice of VTs within a developing economy.