Abstract:

The intervention proposal of the project in the metaverse addressed the issue of monotony and lack of interaction in online classes, significantly enhancing the teaching-learning process. This approach was particularly applied in the 'Installations and Alternative Systems' course at Tecnologico de Monterrey in Mexico, conducted in the winter of 2022. Initially planned to be carried out on Zoom due to the pandemic, the course transitioned to the TEC Virtual Campus, marking a significant shift to a fully immersive metaverse environment.

This pioneering move to the metaverse created an enriching virtual setting where students could actively participate, experiencing a mode of learning that was much closer to physical presence. This course was the first at Tecnologico de Monterrey to be conducted 100% in the Metaverse, setting a precedent for future digital education.

The impact was profoundly positive for the educator and students. In the 'Installations and Alternative Systems' course, students demonstrated heightened enthusiasm and commitment, benefiting from a learning experience that was more engaging and enriching than traditional online methods. The use of avatars and gamified elements in the metaverse fostered a sense of immersion and presence, enhancing student participation and connection.

Furthermore, this virtual environment enabled the educator to review and assess students' work more efficiently, providing personalized feedback that enhanced the teaching quality. Students valued the dynamic interaction with peers, especially in collaborative practical activities and presentations related to the course.

The outcomes were significant. An interactive learning atmosphere was established, where students in the 'Installations and Alternative Systems' course could practically apply theoretical knowledge using design software. This approach promoted active engagement and collaboration, enriching the educational experience and deepening the understanding of course materials.

In conclusion, the metaverse intervention in the 'Installations and Alternative Systems' course addressed the limitations of online education by offering a stimulating and participatory virtual environment. The positive impact was evident in improved student interaction, enhanced teaching quality, and practical applicability of knowledge. These results signify a major leap in educational experiences, leading to more meaningful and enriching learning for students.

Keywords:

Educational Innovation, Metaverse, Virtual Reality, Higher Education.