Abstract:

The use of the metaverse in education is not something new; there have been multiple experiences and publications dating back to before 2011 regarding the use of Second Life as an educational space. Over the past two decades, but particularly during the COVID-19 pandemic and immediately thereafter, the computer screen has been used as a space for education. The reasons are obvious, but it's worth noting that digital education takes place in spaces where teachers and students connect through the screen or monitor, which has become the most important cognitive interface in our lives and where we spend an increasingly significant portion of our time. This is because statistics show that 76% of people believe that their daily lives and activities depend on technology.

The emergence of metaverses or 3D virtual worlds (formerly environments like Second Life and now others like the one promoted by META) has opened up new educational possibilities through the simulation of spaces and experiences, enabling a type of education that affects multiple frames of reference (personal, social, technical, etc.). The strong visual richness of these worlds and the fact that users can control their own digital representation (or avatar) within the three-dimensional space are just some of the characteristics that provide users with a unique experience compared to traditional educational spaces.

While the advantages and benefits of using the metaverse in education are well-documented in multiple publications, its application in engineering studies holds tremendous potential but also poses challenges in terms of content and content production capacity, which are not yet well-defined, at least in the current state of technology and based on existing studies. Additionally, it also presents limitations, such as the cost of the necessary technical equipment to access the virtual world and make it function properly, the suitability of the interface, or issues arising from lag in learning environments where an excessive number of avatars coexist. These are all technical aspects that have significant consequences for the user's immersion in the educational process, including potential loss of fidelity to the model, frustration, or ultimately disconnection.

On the other hand, in engineering studies, the CDIO methodology (Conceive - Design - Implement - Operate) has become a standard, and its use is synonymous with educational progress and competence.

The METAVEX Educational Innovation Project, developed at the Universidad Politécnica de Madrid – UPM (Technical University of Madrid), has the goal of integrating both vectors of educational innovation to achieve a blended teaching approach. In this approach, the metaverse is considered as one of the spaces used by students, alongside traditional classrooms, laboratories, Moodle, and others. This approach promotes the continuous use of the CDIO methodology as the foundation for the learning process. The aim is not only to increase the possibilities for students to engage in an environment where they feel comfortable but also to achieve better integration and equality within the overall educational context. This integration aims to define a working environment that fosters greater respect for diversity and better attention to different perspectives.

Keywords:

Metaverse, Faculty development, Program development, Engineering studies, Innovation, Skills development, Technologies integration.