ABSTRACT
The word Metaverse has influenced many sectors such as healthcare, education, retail and manufacturing and few more industries are there which will be impacted by 2026 as per the research conducted by Gartner. The word 'Metaverse' especially in education sector came into existence after the COVID-19 epidemic when the humanity were forced to think about the new methodology of educating and teaching. This ecosphere is the combination of technologies which enables multimodal interactions with artificial environment, electronic library and people such as Virtual Reality (VR) and Augmented Reality (AR). It is believed that metaverse will improve collaboration, training process will be enhanced and most importantly it will create a happier workplace. This is only the reason that many corporate giants like Nvidia, facebook, apple, epic Games and companies has shifted towards this pedagogical ecosystem. This technology has the potential which enables absolute incorporating user conversation in actual-time and compelling interactivity with digital artifact. In this paper, we are addressing metaverse in education along with a detailed framework of metaverse in education. It includes a comparative study of conventional education, online education and metaverse education based on parameters like place of learning, resources used, teaching methodology, learning experience, learning target and learning assessment. Competency based education, energize student and positive attitude towards learning. The various challenges of the metaverse in educational sector are also debated. This paper will help the researcher's fraternity to get a deeper insight along with a clear perception of this ecosystem in education. © 2023 IEEE.
ABSTRACT
The appearance of COVID 19 caused the closure of many higher education institution facilities across the world and Mexico was no exception. This situation interrupted normal teaching and learning activities, fostering the search and development of tools which can guarantee the continuation of learning and teaching activities. Accordingly, this article describes the need for a tool to support learning activities within the context of a challenge-based learning approach. Consequently, after a search for an existing tool it was decided to design a tool suitable for competence development through challenge-based learning. Thus, a mobile app named Klever 21 was designed and released as a test version for this purpose. Additionally, this mobile app is associated with a web platform to aid project management and student competence evaluations. This article describes the main features of Klever 21 which is currently being tested at Tecnologico de Monterrey. This technology represents an evolution of mobile app technologies to face disruptive situations in higher education institutions. © 2021 IEEE.