3D Virtual Worlds as Educational Spaces: Analysis of Uses and Affordances
DOI:
https://doi.org/10.3991/itdaf.v4i2.61305Keywords:
virtual worlds, virtual reality, augmented reality, immersive educationAbstract
A systematic literature analysis on integration of three-dimensional virtual platforms, augmented reality, virtual reality, and metaverse in educational contexts was conducted. Twenty publications were examined to identify technological characteristics, pedagogical affordances, and educational potential. Publications focused predominantly on higher education, with additional representation across secondary education and multiple disciplinary contexts. Findings revealed that, when integrated within coherent pedagogical designs, 3D virtual platforms generated improvements in critical thinking, creativity, communication, collaboration, memory retention, and problem solving, though outcomes were not uniformly positive across all interventions. Teacher training, contextualized pedagogical design, quality of technological infrastructure, and continuous evaluation were identified as critical factors. Limitations included eye strain, mental exhaustion, and privacy concerns. This study provides evidence on conditions necessary for effective integration of immersive virtual environments in education and suggests directions for future research on collaborative learning, equity of access, and long-term impact of these interventions.
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Copyright (c) 2026 Martin Joaquin Aguilar Muñoz, Christian Jonathan Angel Rueda, Alexandro Escudero-Nahón, Ricardo Chaparro-Sánchez
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