Abstract
This paper reports on the MetaCivicEdu project (Erasmus+ KA220-SCH), which integrates metaverse-enabled civic education scenarios into primary-school teaching. A central output of the project is the open MetaCivicEdu Zenodo Repository, which hosts a structured collection of metaverse-enriched civic scenarios supported by metadata, pedagogical documentation, SDG alignment, and teacher-ready guides that facilitate reuse, adaptation, and classroom implementation. Pilot implementations using Spatial.io were followed by student focus groups and teacher interviews. Thematic analysis reveals consistently high learner engagement: students described the experience as “fun,” “like a game,” and enabling them to “explore wherever you want.” The immersive scenarios supported understanding of rights, fairness, and stereotypes, with children articulating insights such as “Girls can do everything boys can do” and “Don’t stereotype people in real life.” Teachers confirmed that the metaverse learning design increased motivation, autonomy, and participation—especially among students with learning difficulties who typically struggle to remain engaged in traditional lessons. Teachers highlighted the value of the repository’s clear scenario structure and handbooks, which made orchestration “simple,” “intuitive,” and feasible even for first-time users. They noted that metaverse environments expand pedagogical possibilities by enabling scenarios that would otherwise be difficult to enact in face-to-face settings. At the same time, teachers identified key design and implementation challenges: varying device and network capacity, classroom management of avatars, and limited interactivity (e.g., objects, quizzes, movement). Overall, findings indicate that metaverse-enriched civic scenarios—openly accessible in a structured repository—can enhance civic engagement, perspective-taking, and learner motivation, while offering clear guidance for further refinement of XR learning environments.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Metaverse-based learning; Civic education; Learning Experience Design; Primary education; Immersive
