An Educational Museum Approach Within the Metaverse

Ilaria Bruner () and Daniela La Foresta ()
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Ilaria Bruner: University of Naples Federico II, Department of Political Science
Daniela La Foresta: University of Naples Federico II, Department of Political Science

A chapter in XR and Metaverse, 2026, pp 137-146 from Springer

Abstract: Abstract Immersive technologies such as Virtual Reality (VR) and Augmented Reality (AR) are increasingly recognized as transformative tools in education, offering new opportunities for engagement, interaction, and personalization. However, their application to the teaching of abstract and multidimensional subjects—such as energy transition and territorial governance—remains underexplored. This paper presents a pilot study that investigates the potential of a virtual museum to support geographic and geopolitical education. The project adopts a three-phase methodology involving content curation, immersive environment development, and user-centered evaluation. Designed as a co-creation process with students, the initiative aims to foster critical awareness and transversal skills through multimodal and participatory learning. Preliminary findings from focus groups and surveys with university students indicate a significant improvement in perceived understanding and strong engagement with the prototype. The study outlines future directions for completing the virtual museum and assessing its integration into formal educational curricula.

Keywords: Immersive learning; Geo-education; Spatial thinking (search for similar items in EconPapers)
Date: 2026
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Persistent link: https://EconPapers.repec.org/RePEc:spr:prbchp:978-3-032-11983-4_10

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DOI: 10.1007/978-3-032-11983-4_10

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