The Concept of a Metaverse-Based Tribrid Model of Learning: Examples of Successful Use in Higher Education
DOI:
https://doi.org/10.28925/2312-5829/2025.1.1Keywords:
virtual technologies, education, MetaverseAbstract
In the study, the authors, based on the progress of virtual reality and Metaverse technologies and the growing interest of scientists in the topic of their implementation in higher education, presented a contemporary understanding of Metaverse, its structure (vendor equipment, software, gaming industry technologies, social networking technologies, Metaverse platforms, financial platforms, asset market for tokens and blockchain platforms, end users) and a description of its four types (augmented reality, virtual reality, mirror world, and lifelike). Based on the analysis of scientific literature, the authors substantiate the emergence of a new post-hybrid learning model - the tribrid model, which, according to the authors, combines traditional face-to-face learning, online learning, and a virtual environment (modelled environment, immersive environment, or Metaverse). Without delving into the theoretical justification, the authors also introduce a new topic - the «quadruple model of learning», meaning that artificial intelligence technologies (intelligent agents, AI chats, AI tutors, etc.) are added to all elements of the tribrid model of learning.
The analysis of systematic reviews of scientific publications on the use of Metaverse technology in higher education shows that Metaverse has significant potential for transforming higher education due to the ability to model immersive and interactive environments, real-life scenarios (e.g., in medicine, architecture, construction), in particular with the help of digital twins, increasing student engagement in the learning process, improving their experience and learning efficiency.
Based on the analysis of scientific publications on the use of Metaverse in higher education, the authors analyse examples of its successful use that can serve as a basis for imitation in Ukrainian universities. In particular, virtual simulations and excursions help students learn complex concepts and real-world situations in a more engaging and interactive way; well-designed learning scenarios allow students to be at the centre of learning, offering opportunities for personalized and adaptive learning; well-designed classroom configurations in the Metaverse, realistic avatars, and the use of virtual characters as co-learners for collaboration and knowledge sharing contribute to a greater immersion effect, which in turn improves the learning experience of the learners. Despite limited evidence of effectiveness, Metaverse is recognized as a promising tool for innovation in higher education. It can become a key element of the education of the future, but its implementation requires overcoming technical, legal, and pedagogical challenges.
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