The Future of Education: A Multi-Layered Metaverse Classroom Model for Immersive and Inclusive Learning

Leyli Nouraei Yeganeh (), Nicole Scarlett Fenty, Yu Chen (), Amber Simpson and Mohsen Hatami
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Leyli Nouraei Yeganeh: Department of Teaching, Learning and Educational Leadership, Binghamton University, Binghamton, NY 13902, USA
Nicole Scarlett Fenty: Department of Teaching, Learning and Educational Leadership, Binghamton University, Binghamton, NY 13902, USA
Yu Chen: Department of Electrical and Computer Engineering, Binghamton University, Binghamton, NY 13902, USA
Amber Simpson: Department of Teaching, Learning and Educational Leadership, Binghamton University, Binghamton, NY 13902, USA
Mohsen Hatami: Department of Electrical and Computer Engineering, Binghamton University, Binghamton, NY 13902, USA

Future Internet, 2025, vol. 17, issue 2, 1-55

Abstract: Modern education faces persistent challenges, including disengagement, inequitable access to learning resources, and the lack of personalized instruction, particularly in virtual environments. In this perspective, we envision a transformative Metaverse classroom model, the Multi-layered Immersive Learning Environment (Meta-MILE) to address these critical issues. The Meta-MILE framework integrates essential components such as immersive infrastructure, personalized interactions, social collaboration, and advanced assessment techniques to enhance student engagement and inclusivity. By leveraging three-dimensional (3D) virtual environments, artificial intelligence (AI)-driven personalization, gamified learning pathways, and scenario-based evaluations, the Meta-MILE model offers tailored learning experiences that traditional virtual classrooms often struggle to achieve. Acknowledging potential challenges such as accessibility, infrastructure demands, and data security, the study proposed practical strategies to ensure equitable access and safe interactions within the Metaverse. Empirical findings from our pilot experiment demonstrated the framework’s effectiveness in improving engagement and skill acquisition, with broader implications for educational policy and competency-based, experiential learning approaches. Looking ahead, we advocate for ongoing research to validate long-term learning outcomes and technological advancements to make immersive learning more accessible and secure. Our perspective underscores the transformative potential of the Metaverse classroom in shaping inclusive, future-ready educational environments capable of meeting the diverse needs of learners worldwide.

Keywords: Metaverse classroom; virtual and augmented realities; immersive education; ai-driven personalization; gamified learning pathways (search for similar items in EconPapers)
JEL-codes: O3 (search for similar items in EconPapers)
Date: 2025
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