A systematic review of the application of metaverse in language education: Prominent themes, research methods, impacts, and future challenges
DOI:
https://doi.org/10.54475/jlt.2023.026Keywords:
language education, metaverse, language learning, systematic reviewAbstract
In the era of human-computer symbiosis, extensive research has examined the influence of educational technologies on education. The nascent field, metaverse, driven by advancements in 5G, VR, and AR, has emerged as a new frontier. Although some scholars have explored the application of the metaverse in education, there is a lack of research specifically focusing on its implications for language education. This systematic literature review aims to comprehensively examine empirical studies on the use of metaverse in language education, including, research topics, methodologies, common tools, impacts, and challenges. Through searching authoritative databases (i.e., Web of Science and Scopus) following the Preferred Reporting Items for Systematic Review and Meta-Analyses guidelines (i.e., PRISMA), 12 relevant articles were selected. Statistical analysis showed that South Korea and China are active contributors in this field, primarily investigating university students. Platforms like Ifland, Gather Town, and Metaverse Studio were commonly used for metaverse construction, along with tools such as VR. Quantitative and mixed-method approaches were favored, with research mostly focused on student and teacher perspectives and language proficiency outcomes. Overall, findings suggest positive attitudes towards metaverse implementation and its beneficial impact on learning outcomes, but caution against considering it a complete solution for language learning. Despite valuable insights, the existing literature on metaverse in language education remains limited compared to other technological domains. Further research is necessary to enrich the understanding of research directions, sample choice, experimental findings and so on.
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