![]() Hence, several questions have not been answered, such as what assessing factors are used in the metaverse or what challenges are in adopting the metaverse to blended English learning. A lack of literature summarized the findings of immerging the metaverse with blended English learning and even less provided essential insights into current and future English instructional guidance ( Tlili et al., 2022a, b). The metaverse is still in its infancies ( Reisoglu et al., 2017). However, the metaverse has not been fully explored ( Davis et al., 2009). Therefore, there is a need to explore integrating metaverse-based technology into learning. The visual aspect of the metaverse and the possibility of real-time change benefit learning by amplifying learner imagination and intelligence ( Ryu et al., 2022). ![]() The immersive virtual world can potentially improve active and creative learning, as learners have been no strangers to the virtual environment since the beginning of 2020 ( Puncreobutr et al., 2022). A different aspect of the metaverse compared to traditional information and communication technology is that it creates a virtual world outside the traditional classroom ( Puncreobutr et al., 2022). The metaverse-based technology facilitates learning regardless of learners' location, tacitly promoting learners' academic performance, coupled with leisure and education ( Li and Yu, 2022). It allows learners to interact with each other socially ( Puncreobutr et al., 2022). Moreover, metaverse-based technology plays a significant role in blended learning in higher education contexts ( Díaz et al., 2020). It is necessary to investigate the effects of the metaverse on blended learning. The COVID-19 pandemic accelerated the acceptance of the metaverse technology in some leading universities in China and worldwide ( Chong et al., 2014 Devlin and McKay, 2016 Verma and Dahiya, 2016 Reisoglu et al., 2017 Pastor et al., 2020 Vershitskaya et al., 2020 Li et al., 2022 Mughal et al., 2022). Researchers and educators have discussed the implication of the metaverse for blended learning ( Kye et al., 2021). ![]() The metaverse as a three-dimensional-based (3D) virtual reality has been considered to adapt to education, especially blended learning, although the metaverse is not a new concept ( Dayoub, 2022). Recently, the metaverse has been a recurring theme to be considered a new direction to promote education ( Jovanović and Milosavljević, 2022). The significance of technological advancements has been highlighted to support digital learning during the post-pandemic era ( Mughal et al., 2022). Over the past two decades, various digital technologies have been applied to sustain higher education ( Kye et al., 2021). In future research, we will keep updating and polishing the metaverse-based blended English learning research to provide more detailed guidance for researchers and educators. Meanwhile, this study addresses potential challenges that may hinder sustaining metaverse-based blended English learning, and provides some suggestions based on the previous literature. To improve instructors' and learners' digital literacy levels, necessary support is indispensable by educational institutions and designers of the metaverse platforms. In addition, the virtual learning experience is restricted by the degree of digital literacy at the same time. The metaverse platforms in which learners' academic success can be significantly enhanced due to a high degree of learner engagement in immersive virtual environments. Through a systematic review based on bibliographic and content analysis, the study attempts to integrate the evidence to generate a model that links the education-based metaverse. ![]() This study aims to investigate metaverse-based blended English learning. As the latest emerging information technology, the metaverse has been a recurring theme to be considered as a new direction to promote blended English learning. Over the past two decades, various digital technologies have been applied to sustain higher education. Faculty of Foreign Studies, Beijing Language and Culture University, Beijing, China.
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