SavedAdd your journal

Journals / Uşak Üniversitesi Eğitim Araştırmaları Dergisi / 2025 / Cilt: 11 Sayı: 3

The Metaverse as an Emerging Technology in Educational Environments: A SWOT Analysis

Eğitim Ortamlarında Yükselen Bir Teknoloji Olarak Metaverse: Bir SWOT Analizi

Kevser Arslan(YILDIZ TEKNİK ÜNİVERSİTESİ)0000-0003-0658-7175
Asli Görgülü(YILDIZ TEKNİK ÜNİVERSİTESİ)0000-0002-6034-3684
Pages
163–178
Publication Date
2025-12-29
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

In this context, it is recommended that metaverse applications be integrated into educational environments in a controlled manner and in line with pedagogical principles.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study aims to determine the strengths and weaknesses of metaverse applications, a technology that can be used in educational environments, through SWOT analysis, and to identify opportunities and threats.
📊
Key Findings & Data:To this end, the study group consists of 15 teachers teaching different subjects.
💡
Conclusion & Impact:In this context, it is recommended that metaverse applications be integrated into educational environments in a controlled manner and in line with pedagogical principles.
🔬Design:Araştırma Makalesi
📍Scope:Comprehensive Sample
⚙️Variables:Teknoloji · Eğitim · Dijitallik

Abstract

This study aims to determine the strengths and weaknesses of metaverse applications, a technology that can be used in educational environments, through SWOT analysis, and to identify opportunities and threats. To this end, the study group consists of 15 teachers teaching different subjects. Data were obtained through interviews with teachers who volunteered to participate in the research. The data collected through interviews were analysed using the descriptive content analysis method. Based on the research results, the strengths of educational environments conducted with the metaverse were determined to be the concretization of abstract topics, the improvement of student achievement, and the development of students' cognitive and affective abilities. The ability to present visual and three-dimensional content, content development, independence from time and place, and the provision of information flow are among the important opportunities offered by metaverse applications in educational environments. The threats that metaverse applications can pose in educational environments include: negative effects on classroom management, disruption of teaching due to loss of focus on the subject, students becoming dependent on technology and physical and mental health problems arising from negative social influences on students. In this context, it is recommended that metaverse applications be integrated into educational environments in a controlled manner and in line with pedagogical principles.

Özet

Bu çalışmada, eğitim ortamlarında kullanılabilecek bir teknoloji olan metaverse uygulamalarının SWOT analizi ile güçlü ve zayıf yönlerinin belirlenmesi, fırsat ve tehditlerin ortaya konulması amaçlanmıştır. Bu amaçla çalışma grubu farklı branşlarda ders veren 15 öğretmenden oluşmaktadır. Veriler, araştırmaya gönüllü olarak katılan öğretmenlerle görüşülerek elde edilmiştir. Görüşmeler yoluyla toplanan veriler betimsel içerik analizi yöntemi kullanılarak analiz edilmiştir. Araştırma sonuçları doğrultusunda soyut konuların somutlaştırılması, öğrenci başarısının artırılması, öğrencilerin bilişsel ve duyuşsal yeteneklerinin geliştirilmesi metaverse ile yürütülen eğitim ortamlarının güçlü yönleri olarak belirlenmiştir. Görsel ve üç boyutlu içerik sunabilme, içerik geliştirme, zaman ve mekâna bağlı olmama ve bilgi akışını sağlama niteliklerinin metaverse uygulamalarının eğitim ortamlarında sunduğu önemli fırsatlar arasında yer almaktadır. Eğitim ortamlarında metaverse uygulamalarının oluşturabileceği tehditler; sınıf yönetiminin olumsuz etkilenmesi, konu odağının dağılmasına bağlı öğretimin sekteye uğraması, öğrencilerin teknolojiye bağımlı hale gelmesi, öğrencilerin olumsuz açıdan sosyal etkilenmesiyle fiziksel ve ruhsal sağlık sorunlarının yaşanması olarak ortaya konulmuştur. Bu çerçevede, metaverse uygulamalarının eğitim ortamlarına pedagojik temeller doğrultusunda ve kontrollü olarak entegre edilmesi önerilmektedir.

🔖

Cite This Article

Arslan, K., Görgülü, A. (2025). The Metaverse as an Emerging Technology in Educational Environments: A SWOT Analysis. Uşak Üniversitesi Eğitim Araştırmaları Dergisi, Cilt: 11 Sayı: 3, 163–178. https://doi.org/10.29065/usakead.1660747

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (80)

  1. Ağralı, Ö. & Aydın, Ö. (2021). Tweet Classification and Sentiment Analysis on Metaverse Related Messages. Journal of Metaverse, 1(1), 25-30.
  2. Agrati, L. S. (2023, October). Tutoring in the metaverse. Study on student-teachers’ and tutors’ perceptions about NPC tutor. In Frontiers in Education (Vol. 8, p. 1202442). Frontiers Media SA. https://doi.org/10.3389/feduc.2023.1202442
  3. Agyekum, E. B., Ansah, M. N. S., & Afornu, K. B. (2020). Nuclear energy for sustainable development: SWOT analysis on Ghana’s nuclear agenda. Energy Reports, 6, 107-115. https://doi.org/10.1016/j.egyr.2019.11.163
  4. Alhasan, K., & Alhasan, K. (2023). Roblox in higher education: opportunities, challenges, and future directions for multimedia learning. International Journal of Emerging Technologies in Learning (IJET), 18(19), 32-46.
  5. Alvaro-Farfan, A., Sánchez-Guerrero, J., Gavilanes-Lopez, W., & Santiago-Chávez, N. (2019, September). Application of Metaverses as an Evaluation Tool in the Baccalaureate. In International Conference on Interactive Collaborative Learning (pp. 598-606). Springer, Cham.
  6. Artsın, M., & Bağcı Sezer, A. (2022). Açık ve Uzaktan Öğrenmede Metaverse: Bir SWOT Analizi. Yükseköğretim Ve Bilim Dergisi, 12(3), 497-507. https://doi.org/10.5961/higheredusci.1107335
  7. Atıf Alkan, S., & Bolat, Y. (2022). Eğitimde metaverse: Bilgilendirici bir literatür taraması. Uluslararası Eğitim Bilimleri Dergisi, 9(32), 267-295.
  8. Bayrak, H. U., & Önal, N. T. (2021). Swot Analysis of Distance Education Based on Preschool Teacher Candidates. Culture, 6(12), 189-234. http://dx.doi.org/10.35826/ijoecc.349
  9. Bülbül, H., & Ersöz, B. (2022). Artificial intelligence virtual reality and virtual universe in education (Metaverse). In Artificial intelligence and big data book series (4th ed., pp. 149-183). Nobel Academic Publishing.
  10. Büyükkarabacak, N., & Balyer, A. (2024). Metaverse ve Metaverse’ün eğitim ortamlarına yansımaları. Alanyazın, 5(2), 224-234. https://doi.org/10.59320/alanyazin.1573637
  11. Cebecioglu, C. (2006). SWOT Analysis and Application on a Business. Master Thesis, Gebze Institute of Technology, Institute of Social Sciences, Gebze.
  12. Çelik, R. (2022).What is Metaverse? Conceptual Evaluation and Overview. Balkan and Near East Journal of Social Sciences, 8(1), 67-74.
  13. Çınar, F., & Oğuz, M.(2020). Evaluation of Strategies for Covid-19 Pandemic in Turkey with SWOT Analysis. Journal of Health and Social Welfare Research, 2(2), 1-11.
  14. Cresswell, J. W. (2018). Qualitative Inquiry and Research Design: Choosing Among Five Approaches. (4 th Ed.). (Trans. Edt.: Mesut Bütün and Selçuk Beşir Demir). Ankara: Siyasal.
  15. Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.
  16. Damar, M. (2021). Metaverse ve Eğitim Teknolojisi. Eğitimde Dijitalleşme ve Yeni Yaklaşımlar (s. 169-192). Efe Akademi Yayınevi.
  17. Deshpande, S. G., & Ashtikar, R. (2005, December). SWOT Analysis of Distance Education for testing its Suitability to impart technical and vocational Education. In ICDE International Conference, November (pp. 19-23).
  18. Dionisio, J. D. N., III, W. G. B., & Gilbert, R. (2013). 3D virtual worlds and the metaverse: Current status and future possibilities. ACM Computing Surveys (CSUR), 45(3), 1-38. https://doi.org/10.1145/2480741.2480751
  19. Dreamson, N., & Park, G. (2023). Metaverse‐based learning through children's school space design. International Journal of Art & Design Education, 42(1), 125-138. https://doi.org/10.1111/jade.12449
  20. Duan, H., Li, J., Fan, S., Lin, Z., Wu, X., & Cai, W. (2021). Metaverse for social good: A university campus prototype. In Proceedings of the 29th ACM international conference on multimedia (pp. 153-161). https://doi.org/10.1145/3474085.3479238
  21. Elliott, V. (2018). Thinking about the coding process in qualitative data analysis. The Qualitative Report, 23(11), 2850-2861.
  22. Eriksson, T. (2021, May). Failure and success in using mozilla hubs for online teaching in a movie production course. In 2021 7th International Conference of the Immersive Learning Research Network (iLRN) (pp. 1-8). IEEE.
  23. Farjami, S., Taguchi, R., Nakahira, K. T., Nunez Rattia, R., Fukumura, Y., & Kanematsu, H. (2011, September). Multilingual problem based learning in metaverse. In International Conference on Knowledge-Based and Intelligent Information and Engineering Systems (pp. 499-509). Springer, Berlin, Heidelberg.https://doi.org/10.20549/jseeen.2011.0_20
  24. Gao, C. Y., & Peng, D. H. (2011). Consolidating SWOT analysis with nonhomogeneous uncertain preference information. Knowledge-Based Systems, 24(6), 796-808. https://doi.org/10.1016/j.knosys.2011.03.001
  25. Göçen, A. (2022). Metaverse in the Context of Education. International Journal of Western Black Sea Social and Human Sciences, 6(1), 98-122.
  26. Gökçe Narin, N. (2021). A Content Analysis of the Metaverse Articles. Journal of Metaverse, 1(1), 17-24.
  27. Güldiken, S. (2016). Opinions of Principals and Teachers on SWOT Analysis in Strategic Plans of Secondary Schools. Master's Thesis, Maltepe University Institute of Social Sciences, İstanbul.
  28. Hirsh-Pasek, K., Zosh, J. M., Hadani, H. S., Golinkoff, R. M., Clark, K., Donohue, C., & Wartella, E. (2022). A Whole New World: Education Meets the Metaverse. Policy Brief. Center for Universal Education at The Brookings Institution.
  29. Huh, S. (2022). Application Of Computer-Based Testing In The Korean Medical Licensing Examination, The Emergence Of The Metaverse In Medical Education, Journal Metrics And Statistics, And Appreciation To Reviewers and Volunteers. Journal of Educational Evaluation for Health Professions, 19. https://doi.org/10.3352/jeehp.2022.19.2
  30. Indarta, Y., Ambiyar, A., Samala, A. D., & Watrianthos, R. (2022). Metaverse: Tantangan dan Peluang dalam Pendidikan. Jurnal Basicedu, 6(3), 3351-3363. https://doi.org/10.31004/basicedu.v6i3.2615
  31. Jang, J. (2021).A study on a Korean speaking class based on metaverse: Using Gather. town. J. Korean Lang. Educ,32, 279–301
  32. Jeon, J. E. (2021). The Effects of User Experience-Based Design Innovativeness on User-Metaverse Platform Channel Relationships in South Korea. Journal of Distribution Science, 19(11), 81-90. https://doi.org/10.15722/jds.19.11.202111.81
  33. Jovanović, A., & Milosavljević, A. (2022). VoRtex Metaverse platform for gamified collaborative learning. Electronics, 11(3), 317. https://doi.org/10.3390/electronics11030317
  34. Kalkan, N. (2021). A Review Of The Present And Future Of Sport In The Metaverse Universe. National Journal of Sport Sciences, 5(2), 163-174. https://doi.org/10.30769/usbd.1027728
  35. Kan, S., & Kumaş, A. (2024). Metaverse Destekli Fen Eğitimi. Milli Eğitim Dergisi, 53(242), 659-694. https://doi.org/10.37669/milliegitim.1242079
  36. 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. https://doi.org/10.1016/j.procs.2014.08.224
  37. Kang, Y. M. (2021). Metaverse Framework and Building Block. Journal of the Korea Institute of Information and Communication Engineering, 25(9), 1263-1266. https://doi.org/10.6109/jkiice.2021.25.9.1263
  38. Kim S.(2020) Metaverse: digital world, world of emerging items. Hwaseong: PlanB Design; 376
  39. Kim, G. J. (2005). A SWOT analysis of the field of virtual reality rehabilitation and therapy. Presence, 14(2), 119-146. https://doi.org/10.1162/1054746053967094
  40. Kim, K., Jeong, Y., & Ryu, J. (2022). Does the Real Face Provision Improve the Attention and Social Presence in Metaverse as Learning Environments?. In Society for Information Technology & Teacher Education International Conference (pp. 1760-1765). Association for the Advancement of Computing in Education (AACE).
  41. Koçak, G., & Özbek, H. E. (2024). Scopus Veri Tabanında Metaverse ve Eğitim Alanında Yapılan Bilimsel Çalışmalar: Bibliyometrik Bir İnceleme. Selçuk Üniversitesi Sosyal Bilimler Meslek Yüksekokulu Dergisi, 27(1), 119-133. https://doi.org/10.29249/selcuksbmyd.1418731
  42. Kurniawati, A., Kusumaningsih, A., & Hasan, I. (2019, November). Class VR: Learning class environment for special educational needs using virtual reality games. In 2019 international conference on computer engineering, network, and intelligent multimedia (CENIM) (pp. 1-5). IEEE.
  43. Kuş, O. (2021). Metaverse: Perceptions of Opportunities and Concerns in the 'Digital Big Bang'. Intermedia International e-Journal, 8(15) 245-266. https://doi:10.21645/intermedia.2021.109
  44. Kye, B., Han, N., Kim, E., Park, Y., & Jo, S. (2021). Educational applications of metaverse: possibilities and limitations. Journal of Educational Evaluation for Health Professions, 18(32), 1-13.https://doi.org/10.3352/jeehp.2021.18.32
  45. Lee, H., & Hwang, Y. (2022). Technology-Enhanced Education through VR-Making and Metaverse-Linking to Foster Teacher Readiness and Sustainable Learning. Sustainability, 14(8), 4786. https://doi.org/10.3390/su14084786
  46. Lee, L. H., Braud, T., Zhou, P., Wang, L., Xu, D., Lin, Z.,. & Hui, P. (2021). All one needs to know about metaverse: A complete survey on technological singularity, virtual ecosystem, and research agenda. arXiv preprint arXiv:2110.05352. https://doi.org/10.48550/arXiv.2110.05352
  47. Li, Y., & Xiong, D. (2022, February). The Metaverse Phenomenon in the Teaching of Digital Media Art Major. In 2021 Conference on Art and Design: Inheritance and Innovation (ADII 2021) (pp. 348-353). Atlantis Press.
  48. Lin, H., Wan, S., Gan, W., Chen, J., & Chao, H. C. (2022). Metaverse in education: Vision, opportunities, and challenges. In 2022 IEEE International Conference on Big Data (Big Data) (pp. 2857-2866). IEEE.https://doi.org/10.1109/BigData55660.2022.10021004
  49. López-Belmonte, J., Pozo-Sánchez, S., Moreno-Guerrero, A. J., & Lampropoulos, G. (2023). Metaverse in Education: a systematic review. Revista de Educación a Distancia (RED), 23(73). https://doi.org/10.6018/red.511421
  50. MacCallum, K., & Parsons, D. (2019). Teacher perspectives on mobile augmented reality: The potential of metaverse for learning. In World Conference on Mobile and Contextual Learning (pp. 21-28).
  51. Marini, A., Nafisah, S., Sekaringtyas, T., Safitri, D., Lestari, I., Suntari, Y.,. & Iskandar, R. (2022). Mobile Augmented Reality Learning Media with Metaverse to Improve Student Learning Outcomes in Science Class. International Journal of Interactive Mobile Technologies, 16(7). 99–115, https://doi.org/10.3991/ijim.v16i07.25727
  52. Miles, M. B. ve Huberman, A. M.(2016). Qualitative Data Analysis (Translation.Akbaba Altun, S. & amp; Ersoy, A.). Ankara: Pegem Academy.
  53. O’Brien, W., Adamakis, M., O’Brien, N., Onofre, M., Martins, J., Dania, A.,. & Costa, J. (2020). Implications for European Physical Education Teacher Education during the COVID-19 pandemic: a cross-institutional SWOT analysis. European Journal of Teacher Education, 43(4), 503-522. https://doi.org/10.1080/02619768.2020.1823963
  54. Orr, B. (2013). Conducting a SWOT Analysis for Program Improvement. Online Submission, 3(6), 381-384. Özdemir, O. (2023). Metaverse Technologies and Its Use in Education. Metaverse in Education: Theory and Applications, 51.
  55. Özkahveci, E.; Civek, F. & Ulusoy, G. (2022). Endüstri 5.0 Döneminde Metaverse (Kurgusal Evren)’Ün Yeri, Journal of Social, Humanities and Administrative Sciences, 8(50), 398-409.
  56. Park, S., & Kim, S. (2022). Identifying World Types to Deliver Gameful Experiences for Sustainable Learning in the Metaverse. Sustainability, 14(3), 1361. https://doi.org/10.3390/su14031361
  57. Peng.D,H, Wang, T. D. ve Gao, C.Y. (2014). Integrating Nonhomogeneous Preference Structures In Swot Analysis To Evaluate Multiple Alternatives. Economic Computation & Economic Cybernetics Studies & Research, 48(3), 40-63.
  58. Phadermrod, B., Crowder, R. M., & Wills, G. B. (2019). Importance-performance analysis based SWOT analysis. International Journal of Information Management, 44, 194-203. https://doi.org/10.1016/j.ijinfomgt.2016.03.009
  59. Rachmadtullah, R., Setiawan, B., Wasesa, A. J. A., & Wicaksono, J. W. (2023). Elementary school teachers’ perceptions of the potential of metaverse technology as a transformation of interactive learning media in Indonesia. International Journal of Innovative Research and Scientific Studies, 6(1), 128-136.
  60. Rehm, S. V., Goel, L., & Crespi, M. (2015). The metaverse as mediator between technology, trends, and the digital transformation of society and business. Journal For Virtual Worlds Research, 8(2),1-6. https://doi.org/10.4101/jvwr.v8i2.7149
  61. Resnawati, A., Kristiawan, M., & Sari, A. P. (2020). Swot Analysis Of Teacher’s Professional Competency. International Journal of Progressive Sciences and Technologies (IJPSAT), 20(1), 17-25.
  62. Satria, R., & Shahbana, E. B. (2020). The SWOT Analysis of Strengthening Character Education In Junior High School. Jurnal Iqra': Kajian Ilmu Pendidikan, 5(2), 56-67. https://doi.org/10.25217/ji.v5i2.827
  63. Shin, E., & Kim, J. H. (2022). The Metaverse and Video Games: Merging Media to Improve Soft Skills Training. Journal of Internet Computing and Services, 23(1), 69-76. http://dx.doi.org/10.7472/jksii.2022.23.1.69
  64. Silva, F., Ferreira, R., Castro, A., Pinto, P., & Ramos, J. (2021, October). Experiments on Gamification with Virtual and Augmented Reality for Practical Application Learning. In International Conference in Methodologies and intelligent Systems for Techhnology Enhanced Learning (pp. 175-184). Springer, Cham.
  65. Son, J., Lee, S., & Han, J. (2022). The Effectiveness of Collaborative Learning in SW Education based on Metaverse Platform. Journal of The Korean Association of Information Education, 26(1), 11-22. https://doi.org/10.14352/jkaie.2022.26.1.11
  66. Suh, W., & Ahn, S. (2022). Utilizing the Metaverse for Learner-Centered Constructivist Education in the Post-Pandemic Era: An Analysis of Elementary School Students. Journal of Intelligence, 10(1), 17. https://doi.org/10.3390/jintelligence10010017
  67. Suzuki, S. N., Kanematsu, H., Barry, D. M., Ogawa, N., Yajima, K., Nakahira, K. T.,. & Yoshitake, M. (2020). Virtual Experiments in Metaverse and their Applications to Collaborative Projects: The framework and its significance. Procedia Computer Science, 176, 2125-2132.
  68. Terziev, V., & Stoilova, M. (2019). Experience of SWOT analysis in the system of the Bulgarian education. KNOWLEDGE-International Journal, 31(6), 1887-1893. https://doi.org/10.35120/kij31061887t
  69. Türk, G. D., Bayrakcı, S. & Akçay, E. (2022). Metaverse and Self Presentation. The Turkish Online Journal of Design Art and Communication, 12 (2), 316-333.
  70. Ünsal, S., & Agçam, R. (2019). A SWOT Analysis of Teacher-Parent Communication in Education: Evidence from Turkey. International Online Journal of Education and Teaching, 6(2), 416-430.
  71. Ustabulut, M. Y. (2021). SWOT Analysis for the Distance Education Process of Lecturers Teaching Turkish as a Foreign Language. Educational Policy Analysis and Strategic Research, 16(1), 139-152. https://doi.org/10.29329/epasr.2020.334.8
  72. Vaismoradi, M., Turunen, H., & Bondas, T. (2013). Content analysis and thematic analysis: Implications for conducting a qualitative descriptive study. Nursing & health sciences, 15(3), 398-405. https://doi.org/10.1111/nhs.12048
  73. Virvou, M., & Katsionis, G. (2008). On the usability and likeability of virtual reality games for education: The case of VR-ENGAGE. Computers & Education, 50(1), 154-178.
  74. Wang, Y., Lee, L. H., Braud, T., & Hui, P. (2022). Re-shaping Post-COVID-19 Teaching and Learning: A Blueprint of Virtual-Physical Blended Classrooms in the Metaverse Era. arXiv preprint arXiv:2203.09228. https://doi.org/10.48550/arXiv.2203.09228
  75. Yıldırım, A., & Şimşek, H. (2018). Qualitative Research Methods in The Social Sciences. Ankara: Seçkin Publishing.
  76. Yıldırım, P., & Keçeci, G. (2024). Metaverse ve Eğitim: Yeni Bir Dönem Başlıyor!. Milli Eğitim Dergisi, 53(243), 1635-1654. https://doi.org/10.37669/milliegitim.1240070
  77. Lee, L. H., Braud, T., Zhou, P., Wang, L., Xu, D., Lin, Z.,. & Hui, P. (2021). All one needs to know about metaverse: A complete survey on technological singularity, virtual ecosystem, and research agenda. arXiv preprint arXiv:2110.05352. https://doi.org/10.48550/arXiv.2110.05352
  78. Marini, A., Nafisah, S., Sekaringtyas, T., Safitri, D., Lestari, I., Suntari, Y.,. & Iskandar, R. (2022). Mobile Augmented Reality Learning Media with Metaverse to Improve Student Learning Outcomes in Science Class. International Journal of Interactive Mobile Technologies, 16(7). 99–115, https://doi.org/10.3991/ijim.v16i07.25727
  79. O’Brien, W., Adamakis, M., O’Brien, N., Onofre, M., Martins, J., Dania, A.,. & Costa, J. (2020). Implications for European Physical Education Teacher Education during the COVID-19 pandemic: a cross-institutional SWOT analysis. European Journal of Teacher Education, 43(4), 503-522. https://doi.org/10.1080/02619768.2020.1823963
  80. Suzuki, S. N., Kanematsu, H., Barry, D. M., Ogawa, N., Yajima, K., Nakahira, K. T.,. & Yoshitake, M. (2020). Virtual Experiments in Metaverse and their Applications to Collaborative Projects: The framework and its significance. Procedia Computer Science, 176, 2125-2132.