Authors - Monica Cruz, Abilio Oliveira, Ricardo Dias Abstract - Although immersive technologies such as VR, AR, MR and XR are increasingly integrated into university teaching, existing research remains conceptually fragmented and technologically heterogeneous. This study examines how the Metaverse is represented, characterised, and applied in higher‑education contexts through a meta-analysis using Voyant tools for text analysis. To address this gap, the study investigates recent publications to answer the research question: How is the Metaverse being represented, characterised, and applied within higher‑education contexts? Three objectives guided the analysis: identifying how the Metaverse is conceptualised in educational literature, examining the dimensions that facilitate or hinder its adoption, and mapping the leading Metaverse‑related technologies used in higher‑education environments. The findings show that adoption is shaped by perceived usefulness, immersion, social presence and technological readiness, while challenges persist regarding accessibility, infrastructure and conceptual clarity. The study contributes to the scientific literature by consolidating dispersed definitions, clarifying adoption‑related factors and identifying the immersive technologies most frequently associated with Metaverse‑based learning. The results provide a structured foundation for future research and offer higher‑education institutions insights into the opportunities and constraints of integrating Metaverse technologies into teaching and learning.
Open Zoom