Abstract:

Virtual worlds provide experiences similar to human relations through graphical representations and forms of interaction. This reality can be adopted in different sectors, including education. Although the concept and classification of the Metaverse are relatively recent, the literature already includes research that describes the use of the Metaverse in the teaching-learning process, as well as its impacts and challenges in pedagogy. As part of the methodological framework of this research, a Systematic Literature Review (SLR) was conducted from 2012 to 2022 to investigate the use of the Metaverse in computer science education. Five hundred sixteen scientific articles were identified, of which 32 fit the context of using immersive virtual environments in education. Of these 32 articles, nine specifically addressed the application of the Metaverse in computer science education. Among the main conclusions of the SLR, it was concluded that although there are many studies on using the Metaverse in education, research on the application of immersive virtual environments in teaching computer science subjects still needs to be more extensive and in-depth. Therefore, there is a wide range of research possibilities in this area, from using and adapting existing immersive virtual environments to creating personalized virtual learning environments for use in distance, hybrid, or face-to-face courses. Concerning the computer science subjects addressed in the studies analyzed, it was observed that most of them are related to learning Virtual Reality (VR) and Programming. Still, according to the SLR, the sense of presence in immersive Metaverse environments can provide a vivid experience. Thus, participants can have higher information processing in the tasks performed during practice. Computer science education can benefit from immersion by developing immersive virtual environments as a support tool for disciplines that require laboratories and physical equipment, such as Computer Networks. As a second methodological stage of this research, semi-structured interviews were conducted with teachers of Computer Networks subjects. The data collected during the interviews were analyzed through open coding to obtain insights into the specification of the immersive environment requirements through interaction scenarios. The objective of this stage was to understand how teachers use physical equipment in their teaching activities, identify the contents addressed in teaching practices in the laboratories, and define the level of interaction between users and the environment to be created. The first version of the Immersive Computer Networks Laboratory in the Metaverse was coded with the interaction scenarios defined, modeling the network equipment and the physical and logical interactions that teachers and students can experience. In future work, a feasibility study of the Immersive Laboratory will be conducted through distance learning using a Head Mounted Display (Oculus Quest 2) in a controlled laboratory environment with an acceptance questionnaire based on the Technology Acceptance Model (TAM).

Keywords:

Immersive Environments, Metaverse, Computer Network, Technology enhanced learning.