Metaverse, which alludes to the next generation of the Internet, has become popular in our society's most contemporary contexts.

It is a virtual universe made up of a network of settings where a user can engage in an immersive online experience. In 1992 , the term "metauniverse" was originally used by Neal Stephenson in his book “Snow Crash” to describe a virtual world that his protagonists use while wearing virtual reality helmets and where they communicate with one another while enjoying all of the services offered in that world. The phrase "metaverse" refers to a virtual reality that exists independently of reality. Its basic words are "meta," which means "transcendence and virtuality," and "universe," which means "universe”. The phrase "metaverse" refers to a virtual reality that exists independently of reality. Its basic words are "meta," which means "transcendence and virtuality" and "universe" which means the world and the universe. This term describes a new reality that is exhibited with digital media like smart devices and the internet as the digitized earth (Kim, S., 2020).

There are now a lot of metaverse utilities, but there will be a lot more in the near future. The first application is obviously designed with entertainment and video games in mind. Applications are also sought for in the workplace, particularly in light of the Covid-19 pandemic, which transformed many people's working practices by widely adopting teleworking in modern society (Contreras, G. S., et al., 2022). As the metaverse was quickly integrated into modern life, several metaverse applications were already used in education. Many experts claim that this virtual world has a lot of promise for use in education.

Metaverse and Education:

The metaverse has the potential to be used in education and in a variety of fields. Medical, nursing, and science education, healthcare education, and manufacturing training are all examples. Due to the characteristics of the metaverse, it is anticipated that education using the metaverse will differ from traditional education based on VR or AR. (Hwang, G. J., & Chien, S. Y., 2022)

A major Metaverse application with significant potential for growth is audiovisual-based education. Because what you read about and how you feel when you experience something differ, experiential education is crucial. For instance, because radiation is difficult to experience, you could automatically assume that it is dangerous. The educational impacts that are taken into account when evaluating and experiencing radiation technically and scientifically can be seen through the Metaverse (Kanematsu, H., et al., 2014). Sung, B., et al., (2021) demonstrated the effectiveness of the meta world technique in education by comparing marketing students' levels based on face electromyography and three learning objectives (learning attitude, enjoyment, and performance).

Another application is the use of Augmented Reality (AR) in skill development, as seen in the study published by Webel et al (2013). In this type of AR-based training mode, the participants only received support from AR during a brief (60 minute) activity to finish a specific skill practice. From the viewpoint of the metaverse, this could be done more effectively. In order to experience the true training process rather than a quick activity that is far from a realistic training setting, for example, pre-service trainees in a professional training institute could enrol in a formal training program under the supervision of an NPC master.

Past studies have shown that placing students in Virtual Reality’s authentic environments for language acquisition in EFL (English as a Foreign Language) courses is effective (Chien, S. Y., et al., 2020). However, according to the metaverse, the purpose of language learning is to enable EFL learners to have a different life—a living environment where they may use English for working, learning, socializing, and entertainment—just as if they were native English speakers.

Future potential research for the metaverse in Education

The metaverse should be used in educational contexts for a variety of reasons. Using the metaverse for educational purposes is becoming more and more feasible as a result of the quick development of metaverse-related technology, such as wearable gadgets, fast computers and networks. It is anticipated that more articles about the metaverse in education will be published in the upcoming years, with a potential research field as follows: (Hwang, G. J., & Chien, S. Y., 2022)

• Investigating the effects of metaverse-based educational environment.
• Integrating the metaverse with current pedagogical theories or redefining the theories to incorporate the metaverse's properties.
• Development of a teaching model or execution framework based on the metaverse.
• Employing the metaverse as an evaluation approach.
• Developing metaverse training programs.
• Examining the metaverse's behavioral or interactional patterns of students with varying levels of achievement.
• Analyzing the learning outcomes and attitudes of students with various personal characteristics in metaverse-based environments.
• Discovering new uses for AI in environments based on metaverse education.

CONCLUSION

The metaverse's emergence will offer a fresh viewpoint on educational technology. For learners, it will present fresh learning opportunities and environments. Numerous training initiatives or ambitions that cannot be reached in the real world could be carried out in the metaverse (Siyaev, A., & Jo, G. S., 2021). In this new environment, some obstacles to learning certain things or developing certain abilities, including restrictions on time or space or even risks while learning, might be overcome (Wang, S., et al., 2022). More crucially, with the help of the metaverse's capabilities, reliable training courses with strong learning assistance can be made available.

REFERENCES

Chien, S. Y., Hwang, G. J., & Jong, M. S. Y. (2020). Effects of peer assessment within the context of spherical video-based virtual reality on EFL students’ English-Speaking performance and learning perceptions. Computers & Education, 146, 103751.

Contreras, G. S., González, A. H., Fernández, M. I. S., & Martínez, C. B. (2022). The Importance of the Application of the Metaverse in Education. Modern Applied Science, 16(3), 1-34.

Hwang, G. J., & Chien, S. Y. (2022). Definition, roles, and potential research issues of the metaverse in education: An artificial intelligence perspective. Computers and Education: Artificial Intelligence, 100082.

Kanematsu, H., Kobayashi, T., Barry, D. M., Fukumura, Y., Dharmawansa, A., & Ogawa, N. (2014). Virtual STEM class for nuclear safety education in metaverse. Procedia Computer Science, 35, 1255-1261.

Kim, S. (2020). Metaverse: digital world, world of emerging items. Hwaseong: PlanB Design, 376.

Siyaev, A., & Jo, G. S. (2021). Neuro-symbolic speech understanding in aircraft maintenance metaverse. IEEE Access, 9, 154484-154499.

Sung, B., Mergelsberg, E., Teah, M., D’Silva, B., & Phau, I. (2021). The effectiveness of a marketing virtual reality learning simulation: A quantitative survey with psychophysiological measures. British Journal of Educational Technology, 52(1), 196-213.

Wang, F. Y., Qin, R., Wang, X., & Hu, B. (2022). Metasocieties in metaverse: Metaeconomics and metamanagement for metaenterprises and metacities. IEEE Transactions on Computational Social Systems, 9(1), 2-7.

Webel, S., Bockholt, U., Engelke, T., Gavish, N., Olbrich, M., & Preusche, C. (2013). An augmented reality training platform for assembly and maintenance skills. Robotics and autonomous systems, 61(4), 398-403.