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ABSTRACT

Based on an analysis of 36 peer-reviewed publications from academic databases, including ERIC, Scopus, Web of Science, and Google Scholar, this review article provides an in-depth examination of the current trends, challenges, and future implications of metaverse-based learning in education. To ascertain the quality and applicability of the papers studied, the scoping review applied a thorough methodology that included specific inclusion and exclusion criteria. A thematic analysis approach was employed to extract and synthesize the collected data. To guarantee the consistency and dependability of the results, tools like quality evaluation frameworks and structured data extraction forms were used. Findings revealed that immersive technologies like virtual reality, augmented reality, gamification, and collaborative virtual environments represent key developments that have significantly enhanced student engagement, practical skill development, and individualized learning experiences. However, there are also obstacles including high cost, limited accessibility, teacher readiness, and data concerns about privacy that keep widespread use in resource-poor places. The results show how metaverse technologies have the potential to democratize access to academic excellence, transcend cultural and geographic barriers, and facilitate experiential learning through simulation-based systems. Future studies must deal with these issues by examining the long-term effects of artificial intelligence-powered adaptive learning systems and concentrating on inclusive design, affordable solutions, and the moral use of data. If these barriers are overcome, the metaverse might serve as an essential tool for improving fair, exciting, and cutting-edge education globally.

Keywords: metaverse-based learning, immersive learning, educational challenges, personalized education