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[ orcid=0000-0002-9516-0327]

[type=editor, orcid=0000-0002-0931-9275] [1]

[orcid=0000-0002-0903-1204]

[orcid=0000-0001-9466-2475]

[cor2]Corresponding Author Name: Ala Al-Fuqaha; Department of Computer
Science, Munster Technological University, Cork, Ireland; Email ID:
<EMAIL_ADDRESS>
# Advancing Education Through Extended Reality and Internet of Everything
Enabled Metaverses: Applications, Challenges, and Open Issues

Senthil Kumar Jagatheesaperumal<EMAIL_ADDRESS>Department of
Electronics and Communication Engineering, Mepco Schlenk Engineering College,
Sivakasi, Tamil Nadu, India  Kashif Ahmad<EMAIL_ADDRESS>Department of
Computer Science, Munster Technological University, Cork, Ireland.  Ala Al-
Fuqaha<EMAIL_ADDRESS>Information and Computing Technology (ICT)
Division, College of Science and Engineering (CSE), Hamad Bin Khalifa
University, Doha, Qatar.  Junaid Qadir<EMAIL_ADDRESS>Department of Computer
Science and Engineering, College of Engineering, Qatar University, Doha,
Qatar.

###### Abstract

Metaverse has evolved as one of the popular research agendas that let the
users learn, socialize, and collaborate in a networked 3D immersive virtual
world. Due to the rich multimedia streaming capability and immersive user
experience with high-speed communication, the metaverse is an ideal model for
education, training, and skill development tasks. To facilitate research in
this area, we provide a comprehensive review of the various educational use
cases and explore how enabling technologies such as Extended reality (XR) and
Internet of Everything (IoE) will play a major role in educational services in
future metaverses. Secondly, we provide an overview of metaverse-based
educational applications focusing on education, training, and skill
development and analyze the technologies they are built upon. We identify
common research problems and future research directions in the domain. The
paper also identifies core ethical considerations of metaverse for education
and potential pitfalls. We believe this survey can fully demonstrate the
versatility of metaverse-driven education, which could serve as a potential
guideline for the researchers.

###### keywords:

Education training skill development Metaverse Extended reality Internet of
Everything immersive experience.

##  1 Introduction

In the modern world, the popularity of the metaverse is on the rise in
different application domains. Some key application domains where the
technology has been proved very effective include healthcare, defense,
industry (manufacturing), real-estate, and gaming [1]. The vision of metaverse
is driven by advances in technologies such as artificial intelligence (AI),
extended reality (XR), and internet of everything (IoE).

Education is also one of the domains where the use of the concept/technology
is getting momentum with metaverse promising several advantages. For instance,
it allows students and teachers from different parts of the world to meet up
in a virtual environment regardless of their real-world location [2].
Similarly, building virtual landscapes on the basis of the teacher’s lesson
plans provides better opportunity, resulting in an improved and more
productive learning experience for the students. Due to such opportunities and
the advantages, it brings to the education sector, several studies have
analyzed the potential of a metaverse in education [3] as described next.

The potential of a metaverse in education was explored by Sung et al. [4], who
compared it with traditional educational content delivery based on video
presentations. The evaluation is carried out in terms of students’ learning
attitude, enjoyment, and performance in a knowledge-based test. It helps to
revitalize the economy and market through XR technology. Similarly, Kemp et
al. [5] analyzed the pros and cons of a multi-user virtual environment in the
education sector. Here, the integration of traditional learning with the
multi-user virtual environments and a hybrid educational platform was
established. It encompasses interactive objects and learning spaces.
Therefore, envisioned to support a typical diversified range of educational
services with immersive experiences for the users, metaverse will most likely
make ground-breaking innovations through IoE and XR.

Despite the great potential and proven effectiveness in student engagement in
learning, the supporting technologies for metaverse also bring several
challenges to the education sector. For example, as demonstrated by Maccallum
et al. [6], generating virtual content and new ideas for engaging students in
the learning process is very challenging and requires a degree of experience.
Some studies also report the little impact of the technology on the students’
performance in knowledge-based tests [4].

###  1.1 Enabling Technologies for Metaverse

Metaverse is based on the crossroads of key modern technologies namely XR and
IoE. In the next subsections, we discuss these elements of a metaverse in
detail by highlighting their roles and the advantages they bring to a
metaverse.

####  1.1.1 Extended Reality (XR)

XR drags and stretches the human experiences by blending the real and virtual
digital worlds in multi-dimensional directions. As shown in Fig. 1, XR is an
umbrella that integrates VR, AR and MR technology for provisioning sustainable
digital world realization.

  * •

VR: In general, VR creates a whole new environment and provides a completely
immersive experience for the users. It uses computer technology to create a
simulated experience, that may be similar or completely different from the
real world. Standard VR systems use either headsets or multi-projected
environments to generate realistic sounds and visuals.

  * •

AR: AR, on the other hand, keeps the real-world objects as it is and
superimposes layers of digital objects to the real world. AR systems integrate
three different features which are 1) the combination of the real and virtual
world, 2) a real-time interaction, and 3) accurate 3D registration of virtual
and real objects. The following are the most vital components used for
providing rich AR experiences for end-users.

  * •

MR: MR is the merging of real and virtual worlds to produce new environments
and visualizations. Here, the physical and digital objects coexist and
interact in real-time [7]. Unlike AR, users can interact with virtual objects.
To provide different user experiences from fully immersive to light
information layering of environments, MR developers have provided robust tools
to bring up virtual experiences to life.

VR and AR are the key components of realizing the vision of a 3D immersive
metaverse experience. MR relies on the interaction between physical and
virtual world objects. These technologies help in truly owning a digital space
allowing for innovation and creativity without any central authority [8]. As
XR are at present being a core part of the Metaverse, the holograms are
supposed to be the next big counterpart that could assist the Metaverse. XR
imparts natural technological progression and it allows people to be
independent of being anywhere in the world. Thanks to the recent advancement
in technology, AR applications can also be run on mobile devices ensuring
interaction with virtual and real-world objects. This paves the way for Mobile
Augmented Reality (MAR) in the metaverse [9].

Figure 1: The Digital World Realization under the umbrella of XR

####  1.1.2 Internet of Everything (IoE)

The IoE infrastructure is built on top of smart things, data, processes and
people. However, the IoT systems are built around smart things alone. IoE
plays a key role in delivering rich metaverse applications.The following
technologies contribute towards successful incorporation of IoE
infrastructure.

  * •

Web 3.0: Web 3.0, which is the next evolution of the World Wide Web, drives
the next version of the Internet. It helps to own parts of the Internet,
unlike web 2.0 which provides the owner of the domain name only. The
applications and services of Web 3.0 are mainly powered by distributed ledger
technology. Web 3.0 makes us a legitimate owner of our content by providing
complete authority over the content and forces every organization to operate
in a decentralized manner. Decentralized Autonomous Organizations (DAO), will
not have CEOs or presidents for those organizations, instead, shareholders
share tokens and make changes through voting. Web 3.0 may not connect the
digital identity of a person completely with the real identity of the person,
which means digital transactions made by that person will not reveal their
real identity. Web 3.0 and the metaverse complement each other [10]. Web 3.0
provides connectivity services in a metaverse while the metaverse provides the
basis for the decentralized implementation of Web 3.0 services.

  * •

5G/6G Services: The last mile latency normally encountered in other
communication services is significantly reduced to a larger extent with the
advancements in 5G/6G services. Further, its impact on users’ experiences in
metaverse has improved drastically by eliminating the jitters and provisioning
larger bandwidth and speed. It also helps to boost the user experiences by
providing multi-access edge computing, and universal as well as standard edge
offloading services. With metaverse being the next generation of the Internet,
most companies have already sensed the transformation and the demand for
adopting 5G and 6G communication services [11]. Such high-speed communication
services alongside the blockchain and AI for building a digital virtual world
are highly supportive of the metaverse.

###  1.2 Layers of the Metaverse

  * •

Experience: Beyond the workplace and home for most people, Metaverse provides
the experience of ”third place”, with venues for immersive social life,
community interaction, shopping, e-sports, and other various activities
through creativity. This aspect/layer of the metaverse is one of the main
causes of the buzz and the investment attracted it [12]. The experience layer
of Metaverse dematerializes the physical space and objects by incorporating
social immersive experience.

  * •

Discovery: Instead of focusing on what the people need in the network, this
layer visualizes what people are doing at present. The metaverse provides both
inbound and outbound discoveries. Some common ways of inbound discoveries
include search engines, community-driven content sharing, and real-time
prescience [12]. The outbound discoveries in the metaverse occur through
notifications, emails, social media posts, and advertisements. Real-time
presence and community-driven content sharing are more economic means of
marketing and discovery. Here interaction among the people allows achieving a
shared experience by making good use of the real-time presence of people and
enabling virtual interaction.

  * •

Creator Economy: There is a huge business potential in the virtual world
resulting from the metaverse and further, the content creators are expecting
to witness significant growth in the economy. More companies are expected to
invest in metaverse for building a sustainable economy. In this regard, the
content creators, who are already enjoying great success in different social
media outlets, are going to play a major role [12]. Creators are already
playing their part with the help of integrated full suite tooling, networking,
and discovery for monetization of the economy and crafting the experience of
the users.

  * •

Spatial Computing: The machines and devices involved in providing the
Metaverse experience need not be tied together to a fixed location. Further,
spatial computing imparts this feature, which is synonymous with XR, and it
intends to make a very big leap in the economic transformation of the
Metaverse. It also helps to bind the community through shared services and
thereby incorporates the feature of digital togetherness.

  * •

Decentralization: In the process of decentralization, decision-making
authorization control transfers from a centralized entity to a distributed
authorized network. It is capable of providing a scalable ecosystem for
Metaverse without the need for focusing on the integration of the back-end
capabilities of interoperable systems.

  * •

Human Interface: This layer of the metaverse is concerned about the hardware
devices and technology that allows humans to interact with the machines. A
better human interface mechanism will allow users to experience the true
potential of the metaverse. Thanks to the recent advance in the technology,
several connected handheld devices, 3D-printed wearable, and biosensors are
available to bring humans closer to machines. This allows to build more
immersive applications for the Metaverse. Furthermore, the integration of
embedded AI technology for the metaverse imparts low-latency edge-computing
solutions for gaining immersive experiences.

  * •

Infrastructure: The infrastructure layer of the metaverse provides the
technological infrastructure needed to build a fully functional and
interoperable metaverse. The infrastructure of the metaverse is composed of
different technologies, such as computational and communication resources,
machine intelligence, blockchain technology, gaming, and display technologies.
However, improvement in the communication speed, with reduced latency, is in
demand for delivering rich content without any network contention and latency.
5G and 6G services could be supported with high speed and better utilization
of the bandwidth. Furthermore, the performance enhancement with minimum
hardware requirements and power sources are also playing a vital role in
building the infrastructure for the Metaverse.

###  1.3 Scope of the paper

This paper revolves around the applications of the metaverse and its
supporting technologies in the education sector. The paper emphasizes the
importance of metaverse and its impact on key applications of education, skill
development, and training. We also discuss the related concepts and supporting
technologies in detail by analyzing the convergence of XR, and IoE for
metaverse educational use cases. The paper also highlights the current
limitations and drawbacks of the technology in the sector. We also analyze
research trends in the domain by identifying the aspects of the technology
that need the attention of the research community. Fig. 2 shows the visual
description of the scope of the paper.

Figure 2: Visual depiction of the scope of the paper.

###  1.4 Related Surveys

The literature reports extensive work on the key enabling technologies such as
XR and IoEs. The literature also reports extensive research on the joint
applications of XR and IoE, where they are used for providing immersive
experiences for diversified range of applications in different domains [13,
14, 15]. However, the metaverse is considered to be a different discipline,
even though they share the same applications and concerns [16]. The literature
also reports several interesting works and surveys on the emerging concept of
metaverse [17]. For instance, Ning et al. [1] survey the literature on
metaverse concepts, state-of-the-art techniques, applications, and associated
challenges. Similarly, Wang et al. [18] provided a detailed survey of the
literature with a particular focus on the fundamental concepts and key privacy
and security-related issues. There are some works [19, 11, 20] that see XR and
IoE as converging subjects for the metaverse applications. In this survey, we
focus on the convergence of these technologies for different applications in
the education sector. The synthesis of research directions in this paper is
handled in a smooth progression, starting from the fundamentals of the
metaverse, followed by its technical building platforms, through to its role
in provisioning immersive educational services. Accordingly, the reader will
gradually become familiar with state-of-the-art and supporting techniques such
as IoE, and XR whilst gaining an insight into the challenges and opportunities
in the broad areas of educational services and skill development through
metaverse frameworks. Table 1 provides a summary of the existing surveys on
metaverse.

###  1.5 Contribution of this Paper

The primary objective of this paper is to provide the reader with a
comprehensive survey of the literature on metaverse and associated
technologies for education, skill development, and training. The contributions
of the paper are manifold. On the one side, it provides a complete tutorial on
the metaverse by describing the key components and supporting technologies. On
the other side, it provides a detailed overview of the existing literature on
the topic by highlighting key challenges, potential opportunities, and future
research directions. The key contributions of this work can be summarized as
follows:

  * •

The paper mainly focuses on the convergence of key technologies namely IoE,
XR, in the metaverse for education, training, and skill development.

  * •

The paper provides a detailed survey of the state-of-the-art metaverse
techniques that leverage XR and IoE paradigms for education, training, and
skill development tasks.

  * •

The paper also elaborates on the description of metaverse approaches for
adaptive educational services, such as online classrooms, industrial training,
aircraft, maritime, military, and gaming, and highlight ethical issues,
limitations, and potential pitfalls of the technology.

  * •

The paper also identifies key challenges and future research directions and
make recommendations concerning the metaverse for educational services in the
context of XR and IoE frameworks.

The rest of the paper is structured as follows. Section 2 describes the key
applications of a metaverse in the education sector. Section 3 provides a
detailed overview of the technical approaches used for metaverse. Section 4
outlines the key research challenges and future directions. Section 6 finally
concludes the paper.

Table 1: Comparison of our review paper with related metaverse survey papers. Reference |  Year |  Application |  XR |  IoE |  Education |  References |  Main Topics
---|---|---|---|---|---|---|---
Falchuk et al.[21] |  2018 |  Privacy in social metaverse |  ✗ |  ✗ |  ✗ |  21 |  Focuses on immersive social platforms with the privacy aspects incorporated, thereby provisions promising platforms with enhanced and persistent physical and virtual space interactions.
Nevelsteen et al.[22] |  2018 |  Technologies for virtual world |  ✓ |  ✗ |  ✗ |  73 |  Focuses on the technology classification to build up a virtual world in comparison with other recent supporting technologies.
Lee et al.[23] |  2021 |  Computational Arts |  ✓ |  ✗ |  ✗ |  223 |  Focus on artworks by blending virtual and physical objects, to facilitate immersive arts, user-centric creation, and robotic arts through the expanded horizon of the metaverse.
Shen et al.[24] |  2021 |  User purchase promotion |  ✓ |  ✗ |  ✗ |  156 |  Exploit virtual commerce considering various influential factors of customer behavior along with the synergy of design artifacts.
Kye et al.[19] |  2021 |  Education |  ✓ |  ✗ |  ✓ |  22 |  Exploit metaverse for educational services with immersive virtualization for establishing new means of social communication.
Lee et al.[17] |  2021 |  Development status |  ✓ |  ✗ |  ✗ |  711 |  Targets six user centric features of Metaverse such as Accountability, Trust, Privacy & Security, Creation of content, Avatar, and Virtual Economy cellular.
Ning et al.[1] |  2021 |  Development status |  ✓ |  ✗ |  ✗ |  36 |  Focus on Metaverse development status from five different perspectives.
Park et al.[3] |  2022 |  Social value enhancement |  ✓ |  ✗ |  ✗ |  357 |  Targets on realizing the possible components of metaverse for creating a social value by considering the implementation, application, and user interactions.
Chen et al.[25] |  2022 |  Healthcare |  ✓ |  ✗ |  ✗ |  50 |  Explores the strategies in health informatics with the laws in the application of health metaverse from the perspectives of socialization, intelligence, knowledge, and digitalization.
Ynag et al.[26] |  2022 |  Blockchain and AI fusion |  ✓ |  ✓ |  ✗ |  97 |  Briefly survey Blockchain, AI, and their integration with metaverse components.
Wang et al.[18] |  2022 |  Security, and privacy |  ✓ |  ✗ |  ✗ |  188 |  Focuses on the security and privacy preservation schemes, and investigated the countermeasures for the metaverse.
Our survey |  2022 |  Education, Training and Skill development |  ✓ |  ✓ |  ✓ |  171 |  Provide survey about the usage of metaverse for education, training and skill development application with the support of XR and IoE. Further, challenges, solutions and opportunities in metaverse domain are provided.

##  2 Metaverse Applications in Education and Training

In this section, we discuss some key aspects of education, training, and skill
development that can benefit from the metaverse. The major benefits of
metaverse over conventional online educational platforms can be hand-crafted
by establishing digital interconnections among the physical and virtual
worlds. The illustration of the relationship between the metaverse,
digitization processes, and IoE networks with XR support is represented at a
high level in Fig. 3. The figure highlights the role of IoE, XR, and other
supporting technologies to overcome the existing challenges of education and
training by imparting digital interconnection among the physical and virtual
worlds through the metaverse. Fig 4 shows few of the popular metaverse driven
education, training and skill development applications driven by XR and IoT
technologies.

Figure 3: The Digital Interconnection among the Physical and Virtual Worlds
through Metaverse for Immersive Education and Training. Figure 4: Few
Metaverse Applications largely driven by XR and IoE

###  2.1 The Metaverse Classroom

XR technology brings educational services closer to the students and learners
in remote places. This minimizes the need to travel and emphasizes interactive
and collaborative means of remote education. In [27], the authors demonstrated
the efficacy of solar system learning through interactive VR services and the
provision of an immersive learning environment with virtual meeting spaces
along with the digital avatars of the teachers and learners.

The traditional practices in education through classroom and online platforms
could be turned into virtual spaces through the metaverse and its supporting
technologies. Some recent works exploit the potential of metaverse-based
platforms for exploring educational, training, and learning activities through
information technology services, such as cloud service, AI, and big data. This
can help in shifting the focus of educational institutions towards metaverse-
based education [28]. In such a platform, students can gain an immersive
learning experience and feel their physical presence in the collaborative
classroom environment regardless of their physical location. Despite the
technical and moral impediments, the metaverse imparts more interactions and
cooperation among students resulting in a healthy learning experience.

In the literature, the natural visual cognition capabilities of humans have
been well exploited through the immersive metaverse platforms for making
education to be more interactive and immersive across multiple ranges of
cultural backgrounds [29]. Metaverse has been used as a digital education tool
by including various information and communications technology (ICT) tools and
technology for promoting education and learning through collaborative platform
[22]. In [22], its impact was validated through the observed enthusiasm and
cooperation of students beyond the classroom environment.

The metaverse can also help teachers in several ways. For instance, with the
potential of metaverse implementation through AR for educators, in [6] the
authors explored the potential of AR tools in further enhancing the pre-
service and in-service experience of teachers. Recently, in another similar
work [30], for enhancing the teaching skills of pre-service teachers, a
metaverse environment is used with the support of the Virbela platform. The
experimentation involved analyzing micro-teaching for a group of pre-service
teachers in virtual teaching through their digital avatars. The authors
analyzed the teachers’ competence in handling the queries and suggestions.
Such practices help teachers in developing their teaching skills by closely
involving them in their profession in a more realistic and immersive way
during imparting training and skill enhancement activities for the students.
Furthermore, the audio metaverse through virtual mainstreaming enables the
provision of interoperable experiences by rendering spatial sound along with
the XR-enabled video streaming services [31].

The technology also allows the students to closely analyze different
historical and architectural sites. For instance, Gaafar et al. [32] analyzed
the potential of the metaverse in architectural education by providing the
students and teachers with the opportunity to analyze heritage sites through
virtual models of heritage buildings and their interactive 3D models. The
authors concluded that being examined in the fully immersive experience
through the interactive models of cultural heritages, allows the learners to
observe fine details.

###  2.2 Industrial Training

Sustainable evolution of industrial infrastructure in terms of design and
training of the employees is an important aspect of the modern industries
especially after the fourth industrial revolution [33]. Thanks to the
metaverse and associated technologies, the training of employees have been
also enhanced in industries allowing the workers a hands-on experience on
different tasks in a risk-free environment. Moreover, AR-based training within
industries helps to analyze customer demands, classify the requirements in
industries, and use sustainable value proposition design strategies [34].

In the industrial assembly system powered by metaverse, we can visualize the
entire factory through simulations. Global teams can collaborate to operate in
synchronization using different software packages, such as CATIA, Revit, or
point clouds to design and plan the factory in real-time [35]. For instance,
the 3D-enabled capability to operate in a perfect simulation has
revolutionized the planning process of BMW car manufacturing plants. They
regularly reconfigure their factories and train their employees to accommodate
new vehicle launches. Planning experts located in different parts of the world
could be trained and involved in testing new designs through a metaverse.

Metaverse in industries with IoE-enabled machines and digital humans allows
sharing workspace with many robots that make jobs much easier. As robots are
crucial for the modern production system, they are involved in logistics for
improving the material flow in the production process. This agility is highly
mandatory as the volume of tasks done in each modern industry is huge and most
customers demand custom-made designs for their products. The metaverse
frameworks could also operate on the synthetic data, apart from the data
acquired through IoE devices. From the millions of synthetic images generated
across diversified categories of environments, they assist in teaching the
robots [17]. Domain randomization could generate an infinite permutation of
photorealistic objects, textures, orientation, and lighting conditions [36].
It is an ideal platform for generating ground truth images and objects,
whether it is meant for detection, segmentation, or depth perception for the
metaverse platform.

Moreover, virtual factory visits enabled through the metaverse could be made
feasible through the digital twins. Metaverse platforms driving digital twins
enable the industries to constantly innovate, collaborate, learn and train the
production network toward innovations. Subsequently, this will reduce the
planning times, and improves flexibility, and precision resulting in an
efficient planning process.

Similarly, the fashion industry has benefited through metaverse, by allowing
designers to make outfits that fit the customers with trails made over digital
avatars and customizing the outfits according to their best fit demands.
Metaverse helps to choose the outfit based on gender, age, body shape, and
ethnicity. This helps the designers to learn the customer demands in an
automated way and drives them to make revolutionized designs for the
customers.

###  2.3 Aircraft and Maritime Training

The potential of AR technology in the aviation, automotive, and astronautics
industries has been well utilized for a long period for several tasks
including environment monitoring, control, and learning purposes [37].
Regenbrecht et al. [38] proposed and tested an aerospace training platform by
developing augmented scenes through AR in association with state-of-the-art
machine vision and computer graphics. Similarly, XR and other metaverse
technologies has been also used for training workers to carry out maintenance
and inspection process in the aviation industries. The literature reports the
proven effectiveness of the technology in the task. For instance, Eschen et
al. [39] demonstrated that the deployment of XR technology for training is
less error-prone and takes on less effort as well as less time-consuming.
Another study reports the effectiveness of AR in operations to support, train,
and maintenance of aircraft [40]. The study of the technology results in a
significant reduction in errors during the training and subsequently reduces
procedure violations. These studies hinder the motivation towards modern-day
metaverse to further enhance the performance of the learning platform with the
significant reduction in training time and provisions of cost-effective
strategies.

The literature already reports some efforts in this direction. For instance,
Siyaev et al. [41] developed a simulator for training employees to carry out
efficient maintenance of Boeing-737 aircraft through metaverses along with the
3D models of the aircraft. The simulator is evaluated in terms of the amount
of technical guidance and directions provided to field experts. This
metaverse-based aircraft maintenance system provides a more economic and
scale-able solution for aviation educational institutions. In another similar
work by the authors in [42], a CNN architecture is used for enabling the
learning and classification of audio features for identification of the
commands for controlling the virtual digital twin of the Boeing 737 aircraft.
Further, this work has reported higher prediction accuracy with improved
training capabilities through immersive interaction and effective control of
virtual objects in the 3D twin model of the aircraft. More recently, Kim et
al. [43] employed metaverse technology for training employees to cope with the
cybersecurity risks involved in maritime industries. It includes the
development of educational content for addressing cybersecurity issues through
virtual ships, maritime accident reproduction, maritime operations, and
related online learning content.

###  2.4 Military Training

In the defense sector, training of the troops plays an imperative part, as it
is not always feasible to place the military personnel in active war locations
for training. Through Distributed Interactive Simulation (DIS) protocol,
earlier the Defense Advanced Research Projects Agency (DARPA) used different
military simulations with the support of advanced high-level architectures for
providing rich collaborative training and preparation of war strategies. XR
technology could be used to replicate such an environment for training the
soldiers more realistically. It can help to train the soldiers in a similar
location created in a virtual environment allowing them to be prepared for
dynamic adaptation. It also results in a significant reduction of expenses
involved in traveling and shifting goods for troops’ exercises. Moreover, the
use of virtual objects helps to train the soldiers with special armed
equipment without putting them at risk. However, even though, a complete
replacement of military training through XR could be established with state-
of-the-art techniques, the integration of IoE and metaverse technology could
further enhance it. Although AR can’t completely supplant conventional
military preparation, there are now frameworks that kill the need to go to
far-off areas and assist troopers with preparing without placing them at risk.

The diversity provided by technology compared to real world military training
shifted the focus from traditional training methods to military simulations
[44] by providing immersive training through the virtual environment. To this
aim, several interesting solutions have been proposed. For instance, DEIMOS
Military VR Trainers [45], which is a metaverse-based military training,
assists in creating scenarios with a diversified range of environmental
conditions, particularly meant for professional military training on shooting,
tactical behavior, and observation. This technology is used in the Korean
military academy, which integrates spatial synchronization and precise
accuracy in the shooting drill environment. In such a metaverse military drill
environment, it provides real war scenarios and enables the trainers to react
based on environment, precision target hitting, and provisions interactive
training platform.

###  2.5 Discussion and Summary of Lessons Learned

We summarize the content of provisioning metaverse-driven educational services
for various user scenarios with the key characteristics and probable
solutions. In Table 4, we summarize key objectives/goals, challenges, and
countermeasures for handling challenges associated with metaverse-based
training in different application domains. From the table, it is obvious that
for achieving the goal of an immersive learning platform through metaverse,
the mentioned key challenges need to be addressed with appropriate
countermeasures. After discussing the relevant research on metaverse for
education platforms, we draw insights on providing favorable countermeasures
to address those challenges:

  * •

Multimodel medical data streamlining in healthcare education could be handled
effectively through intelligent cloud services and quantum computing.

  * •

With appropriate choice of XR applications and IoE devices, immersive
collaboration and interactions in online education could be ensured.

  * •

Skill enhancement of industrial workers for handling challenging sections
could be deployed through metaverse-driven collaborative robots to achieve
appropriate design, development, and supply chain management.

  * •

3D twin models of aircraft, could assist the trainers to effectively explore
the control and functional modules present in aircraft.

  * •

Elimination of cybersecurtiy issues in the marine sector through metaverse
ensures to provide robust mechanisms to safeguard against threats.

  * •

Adverse condition anticipation in war scenes for military personals could be
dealt with the quality instructions and dynamic situation handling through
metaverse.

  * •

Upskilling of creativity in arts and skill enhancements in gaming could be
driven through metaverse with accurate object recognition and handling.

##  3 Technology Enablers for Metaverse in Education

In this section, we provide an overview of technical approaches for the
development of metaverse in general and in the education sector in particular.

Table 2: Summary on the role of XR for metaverse-driven education and training applications. Reference |  Applications |  XR Solutions |  Major Contributions
---|---|---|---
Andrews et al.[46] |  Medical practice |  Touch-free interface and 3D visualization |  Discuss the catheter tracking, visualize scars and patient anatomy.
Doolani et al.[47] |  Manufacturing training |  Workforce training |  Introduces XR in training the workforce on maintenance and assembling tasks.
Palmas et al.[48] |  Industrial training |  Innovative corporate training |  Provides a set of characterisations and competencies to handle XR-enabled training
Zweifach et al.[49] |  Medical education |  Realistic simulation |  Envision the concept of adopting XR tools in medical education.
Gandolfi et al.[50] |  Teacher training |  360 video research |  Present the compatibility of XR by enabled training for teachers.
Stanney et al.[51] |  Casualty care training |  Multi-faceted paradigm |  Introduce a competency-based training platform through AI models.
alizadehsalehi et al.[52] |  Construction industry |  Simulate construction project |  Implement a BIM-based XR process/workflow.
Ilic et al.[53] |  Higher education |  Realistic learning-by-doing |  Enhances collaborative learning skills through XR, AI and ML.
Kaplan et al.[54] |  Training enhancement |  meta-analysis |  Enhances collaborative skills among students.
Kim et al.[55] |  Nursing skill training |  Smart glasses |  Assists in self-practice and learning at own pace.
Xi et al.[56] |  Workload |  Subjective workload measurement |  Cost and resources reduction in operating through metaverse are assessed.
Heirman et al.[57] |  Firefighting training |  Mixed reality simulator |  Adapting of the fire hose controller based on the scenario is trained.
Mcguirt et al.[58] |  Nutrition education |  Descriptive observations |  Dietary behaviors among the community are assessed.
Ong et al.[59] |  Ophthalmology |  Ophthalmoscopy simulators |  Improves procedural success and reduces complication rates in ophthalmic surgery.
Logeswaran et al.[60] |  Healthcare education |  Pedagogical models |  Improved learning outcomes were identified through learner-centred models.
Kosko et al.[61] |  Teacher education |  Representations of practice |  Perceptual capacity assessment for theory and practice was performed.
Le et al.[62] |  Sports training |  Ecological dynamics |  Motor and perceptual-cognitive skills improvements were identified.
Zwolinski et al.[63] |  Management education |  Projector, mobile, HMD AR/VR |  Business environment enhancement skills were imparted through different approaches.
Koh et al.[64] |  Ophthalmology |  Ophthalmic surgical simulators |  Presented proof-of-concept based on ocular imaging data.
Mystakidis et al.[65] |  Community building |  Gamify distance education |  Formulates the recommendations for building practitioners.
Fast et al.[66] |  Manufacturing |  Remote guidance |  Learning, operational and disruptive phases were explored in 6 case studies.
Al-Adhami et al.[67] |  Construction quality |  BIM-based XR |  Quality control inspection was experimented on construction site.
Parsons et al.[68] |  Neurosciences |  High-dimensional simulations |  Enhanced ecological validity is ensured in the clinical, and social interactions.
Koo et al.[69] |  Lung cancer surgery training |  Smart operating room |  Reflecting on the haptic inputs of the surgeon’s tactile sensations provides training.
Zagury et al.[70] |  Otolaryngology training |  Evaluation framework. |  Educational outcomes and skills transfer in bone surgery were analyzed.
Jervsov et al.[71] |  Control system |  Digital twins |  Real-time hardware-in-the-loop (HIL) simulation for control applications.
Liang et al.[72] |  Stroke assessment |  Training mannequin in simulation |  Traceable symptom of stroke were easily identified in the clinical training.
Alnagrat et al.[73] |  Virtual laboratories |  Virtual environment of things |  Established a virtual training platform to increase the efficiency of the students.
Yang et al.[74] |  Education framework |  XR-Ed framework |  Increases efficiency of student education through the design spaces provisioned considering six dimensions.
Andrade et al.[75] |  IoT scenarios |  3D visualization |  Developed a data communication model for translation of IoT data into XR scenarios, events or objects.
El-Jarn et al.[76] |  Design process |  Cocreation and Codesign |  Establishes an unique platform to improve, co-create, and co-design the visuals in the design process.
Shankhwar et al.[77] |  Arc welding training |  3D interactive interface |  Guides with visual aids on correct welding position and procedures.
Lopez et al.[78] |  Medical education |  Holographics |  Holographic rendering and depiction of anatomical structures extends better clinical care.
Guo et al.[79] |  Educational development |  Bibliometric analysis |  Provides suggestions for sustainable development in the education sector.
Minchev et al.[80] |  Digital society |  Society 5.0 |  Enables foreseeing the future digital society on new cognitive skills and behavior.
Goh et al.[81] |  Surgical training |  Immersive XR |  Assists in visualizing anatomy of patients in real-time for the surgeons involved in knee arthroplasty
Cross et al.[82] |  Flight simulator |  Gaming consoles |  Simulator provides empirical evidence on the challenges faced due to hardware constraints by the trainers.
Gandolfi et al.[83] |  Presence scale |  Multimodal presence |  Improvement in the efficiency of the educators and instructors were observed along with their cognitive skills.
Hoover et al.[84] |  Expertise instructors |  Head mounted displays |  Suggestion on design recommendations for XR training developers based on expert instructor behaviors.
Pomerantz et al.[85] |  Teaching and learning |  Exploratory evaluation |  Articulates the learning experience through several learning goals and effectively meeting them.
Ccoltekin et al.[86] |  Spatial sciences |  Human factor |  Identifies the role of XR in spatial science and its associated research platforms that hinders the scientific interest.
Xing et al.[87] |  Educational trend analysis |  Interactive connections |  Indicates the futuristic view on the education and industrial development trends through XR.
Southworth et al.[88] |  Cardiology |  3D visualization |  Provides guidance for cardiologists in terms of cardiac rehabilitation, planning and other procedures.
Table 3: Summary on the role of IoE for metaverse-driven education and training applications. Reference |  Applications |  IoE Solutions |  Major Contributions
---|---|---|---
Bandara et al.[89] |  Student performance enhancement |  Global higher education |  Catering to the demands of students, filters out essential educational contents with enhanced performance.
Fiaidhi et al.[90] |  Automation |  M2M |  Democratization of automation skills are perceived through haptics, robotics and IoE in real-time.
Bachir et al.[91] |  University 4.0 |  CPS |  Proposed educational ecosystem through CPS as a key component in teaching and learning process.
Gul et al.[92] |  Education |  Smart campus |  Demonstrated the applications and usefulness of IoT in the education sector.
Chou et al.[93] |  Educational institutions |  Sensor devices |  Focus on attendance tracking in educational institutions and ensures campus safety.
Abd-Ali et al.[94] |  Development of education |  Digital campus |  Development of education envisioned through smart class and smart laboratories
Al-Emran et al.[95] |  Social education |  Wearable technologies |  Summarized the prospects of IoT in diversified range of educational services.
Ding et al.[96] |  Physical education |  Cloud platform |  Designed XR system for physical education that assists in promotion effect, and emphasizes a scientific reference.
Ramlowat et al.[97] |  Design education |  M2M |  Improvement in the efficiency of teaching and learning were assessed.
Burd et al.[98] |  Computer science education |  Data analytics |  Summarizes four major strategies for computer science educators by integrating IoT into their curricula.
Cornetta et al.[99] |  STEM education |  Fabrication-as-a-service |  Provisions an innovative web-based master-slave approach to monitor and control the Fab lab in schools.
Pervez et al.[100] |  Higher education |  Smart lesson plans |  With specialized strategies suggests optimal teaching model with improvements.
Shaikh et al.[101] |  Higher education |  User behavior |  Demonstrated a conceptual framework for education with in-depth network analysis approach.
Al-Malah et al.[102] |  Intelligent schools |  Smart classroom |  Scientific research and educational services developments were assessed.
Jean et al.[103] |  AI classroom |  Voice assistance |  Serves teaching assistants in the classroom through intelligent personal assistants.
Mawgoud et al.[104] |  Higher education |  Social IoT |  Deals with the threats from essential domains in higher education with security solutions.
Turcu et al.[105] |  Industrial education |  Industry 4.0 |  Transformation of industries and involved business practices were analysed in industrial setting.
Leisenberg et al.[106] |  Remote labs |  Data analysis |  Feasible solutions on improving the teaching strategies were analysed along with the usage of cloud platforms.
Hickman et al.[107] |  Education and learning |  Low-cost VR |  The data triangulation process provides valuable suggestions on the learning outcomes and the role of emotions.
Xiao et al.[108] |  Mental health education |  MQTT protocol |  For the chosen mental health education architecture, combination of differential privacy policies were used for security.
Somantri et al.[109] |  Industrial training |  Low-cost IoT |  Affordable trainer kits were developed for industrial training practices for automation.
Fragou et al.[110] |  Computer science education |  Ubiquitous computing |  Effective learning strategies were emphasized through digital tools, affordances and other learning approaches.
Jian et al.[111] |  Sports rehabilitation |  Wearable sensors |  Developed system is capable of analyzing the ECG and EMG signals of sports personals with real-time monitoring.
Mershad et al.[112] |  Learning management system |  Integrated learning |  Presented an IoT-enhanced learning management system that integrates arts, technology and science.
Qi et al.[113] |  University education |  Network education |  RFID tags were used to network the teachers and students in the college education.
Khan et al.[114] |  Higher education |  Industry 4.0 |  Ensures to guarantee uniform vibrant learning skills.
Kravvcik et al.[115] |  Learning and training |  Big educational data |  With the novel educational tools and services, effective training and knowledge acquisition was instilled.
Li et al.[116] |  Visual education system |  Intelligent campus |  More convenient means of visual educational functionalists were highlighted with intelligent equipment that promote classroom interaction.
Moreira et al.[117] |  Science learning |  Hypersituation environments |  Programmatic contents in physical and natural sciences were made ease considering the student’s reality.
Zhang et al.[118] |  Entrepreneurship education |  Edge computing and AI |  Improved understanding of entrepreneurship and innovation education system were analyzed.
Xu et al.[119] |  Mass education |  Probability model network |  Bayesian network is used to integrate university citizenship with the curriculum teaching.
Gurgu et al.[120] |  Business education |  Blockchain and AI |  Spread awareness on the technological changes to the educational institutions from the perspective of enhancing global economy.
Cui et al.[121] |  Table tennis training |  AI |  The knowledge information system assists in promoting the performance of table tennis enthusiasts by assessing their skills and confidence.
Li et al.[122] |  Music education |  Smart classroom |  Assists in the enhancement of cultural literacy by building an efficient music wisdom classroom.
Gkamas et al.[123] |  Learning outcomes |  Data science |  Focuses on the upskilling the competencies of IT workforce through a macro-level design is driven by a desktop research and a survey.
Bright et al.[124] |  Educate disable students |  Wireless assistive technologies |  Improves accessibility to technology-mediated education for the disable students.
Li et al.[125] |  Basketball training |  Big data |  Training plans are devised through gesture recognition from videos and information fusing, which delivers effective recognition of player actions.

###  3.1 XR Technologies for Metaverse

The impact of XR on the metaverse has made a significant contribution toward
education and skill development for workforces. The process of selecting
appropriate hardware and software stacks for developing and deploying a wide
range of metaverse applications is closely associated with XR technology at
its core. Besides the significant role played by IoE, XR is responsible for
defining the immersive experience for users in metaverse [126]. For example,
in the context of virtual meetings, the interaction with the remote users in
training and educational applications in an immersive metaverse is possible
only if the end devices are deployed with the provision of XR services.
Furthermore, with the support of other enabling technologies, such as cloud
services, it reduces the high networking costs and enables persistent training
experiences for the users [127]. Despite expensive VR headsets, XR apps and
services act as the main driving force for the present state metaverse.

The virtual, remote, and immersive experiences via XR provided by the
metaverse could largely enhance the e-commerce experiences and cost reduction
in travel, and information sharing [17]. To impart adaptive and sustainable
education, the transformations through XR could provide the teachers and
learners with opportunities for critical thinking, better communication,
collaboration, and a higher level of creativity [128]. Such multidimensional
aspects in learning provide pedagogical benefits and enhanced learning
experience. Table 2 summarizes the works on educational, training and
upskilling driven by XR services targeted for metaverse applications.

###  3.2 IoE Technologies for Metaverse

The impact of metaverse on IoE technology will ensure enhanced remote real-
world training by providing smarter and better planning for real-world items
through the virtual world. As digital twins represent the software model of
physical systems/assets, the role of IoE and metaverse in this arena has
become imperative from the research and application perspective [20]. With the
advancements of IoE technology and the data streams acquired through the smart
devices, they serve as a basic block for the metaverse thereby provisioning
immersive interconnectivity between the real and virtual worlds.

The convergence of IoE and metaverse has already proved very effective in
different application domains. The metaverse in conjunction with IoE offers a
new space for people to socialize, trade, game, and even participate in music
concerts, more challenges need to be resolved by the research community. By
enabling IoE along with XR technology, the metaverse is also aspired to
establish a new perspective of collaboration between workers, trainers, and
learners to operate with much higher potential. In such situations, the IoT
devices and other gadgets that can assist in processing data allow AI-powered
educational content processing for metaverse at the edge. This could be
incorporated in the mobile towers, in the data acquisition points, or at the
IoT devices [129]. Furthermore, the constellation of local IoT devices and
educational data acquisition sources must incorporate in coordination for
application in the metaverse. Table 3 summarizes the IoE driven works on
educational, training and upskilling that could be tailored for metaverse
applications.

###  3.3 Big Data and Predictive Analytics for Metaverse

In the modern world, social networks, industries, the healthcare sector, and
people with smart gadgets are generating large volumes of data about different
aspects of life including the preferences and choices of individuals. At
present, there is more demand for virtual online spaces for interaction among
people from a multidimensional perspective. This allows people to immerse
themselves in digital content rather than simply viewing it. All these
potential applications generate a large volumes of data. The data requires
real-time data analytics for predicting future outcomes in metaverse-driven
businesses involved in sales, marketing, advertising, and other training
applications [130]. With the bloom of spatial computing technology that
specifically relies on the processing of data from XR gadgets, there are
rising concerns on handling large volumes of digital data generated from them
[131]. Further, the co equal collaboration among the educators and learners
established through spatial computing could provide potential insights on the
educational content which is one of the ambitious goals of metaverse-driven
educational frameworks.

In [132], the authors analyzed the big data generated by the digital avatars
on the Zepeto platform, which enabled them to communicate with a huge
community. The case study was conducted to integrate real and virtual worlds
through the metaverse for analyzing news articles. This could also be extended
to analyze the quality of educational content shared through metaverse, which
can assist in solving associated social and legal issues. The next generation
of VR headsets will also collect more user data including facial recognition
and even stress level detection of the users. As the technology matures, it
could also collect biometric data from individuals and impart enhanced
training experiences for the users. The potential of predictive analytics in
the metaverse can help in extracting significant meaningful insights from the
collected data. Metaverse can also assist in transforming the data with a more
user-friendly and interactive means of portraying the information [133]. With
the clear benefits of predictive analytics on XR and IoE data, it is
imperative to use it in the metaverse for several potential educational
applications.

Table 4: Metaverse enabled Education, Training and Skill development Challenges & Countermeasures. Application |  Challenges |  Goal |  Countermeasures
---|---|---|---
Healthcare education |  Handling multi-modal medical data and streamlining. |  Innovative drive in medical education. |  New directions to the healthcare education sector could be driven through the integration of metaverse with AI, VR, AR, IoMT, Web 3.0, intelligent edge, cloud services, robotics and quantum computing.
Online education |  Collaborative efforts and interactions. |  Immersive experience for teachers and students. |  Appropriate choice of XR and IoE equipment with dedicated seamless connectivity targeted for meeting the demands of the teachers and learners.
Industrial training |  Training robots and skill enhancement for labors |  Monitor and control complex manufacturing units. |  Binding the hardware and software components of metaverse in the manufacturing, supply chain, design, development, and virtual warehousing to drive the market revenue and forecast the impact of technology over the next few years and make decisions accordingly.
Aircraft maintenance training |  Maintenance, status monitoring and control |  Intuitive and efficient control of functional modules in aircraft. |  3D twin models of aircrafts helps to read the aircraft log books and records, which includes the entries of the condition of the internal equipment, status, and intimates the requirements for the learners and users in the remote place.
Marine maintenance training |  Handling of cybersecurity issues |  Robust defense mechanisms against treats. |  Integration of metaverse with blockchain based technological trends, helps to reduce errors in maintenance tasks with secured means of handling the challenges with increased safety through alerts and notifications.
Military training |  Replicating the war scenes and dynamic adaptation. |  Trained to face adverse conditions. |  Improved productivity with clear instructions through metaverse driven equipment for dynamic handling of war situations.
Arts upskilling |  Managing 3D virtual objects. |  Imagination and creativity to reality. |  Enhanced quality and accuracy with object recognition for immersive learning with applied creativity beyond the imagination.
Gaming expertise |  Integration of AI for provisioning immersive experiences. |  Collaborative learning |  With unified and interoperable spaces rendered through the graphics, interaction with the people and objects in the virtual worlds makes the gaming platform towards incredible heights of using the metaverse of provisioning diversified range of education, training and skill development applications.

###  3.4 Machine Intelligence

On the road map to unleash the true potential of AI in the metaverse, machine
intelligence evolves from ML by prioritizing the goals through deductive
logic, where the learning algorithms fine-tune messaging, marketing, and
online interactions. Machine intelligence in conjunction with the XR and IoE
contributes to make a significant impact on the creativity in educational
services through metaverse. Teaching through gestures interpreted through eye
glances of the teacher, their emotion, and communicating cues could serve as a
part of sophisticated enablers in the educational sector via metaverse. In
fact, machine intelligence supports the metaverse by serving as a design
advisor. Being a critical part of the service architecture, it can be
integrated with low code and no code platforms [134]. Moreover, as the virtual
world gets denser with virtual avatars, AI-based design for the fabrication of
metaverse chips could also assist programmers in generating code [130].
However, unleashing the full potential and impact of machine intelligence on
this virtual landscape in the education sector demands creative progress from
the developers for supporting and enhancing the features of virtual education
and training platforms.

The literature reports several studies emphasizing the potential of machine
intelligence in the metaverse for educational and training services. For
instance, Li et al. [135] emphasize the promotion of integrated machine
intelligence and human experience for provisioning an elegant framework that
could drive the metaverse with a rich experience for the learners involved.

###  3.5 Blockchain Adoption

Blockchain adoption grows exponentially across various industries [136]. It is
a distributed ledger technology that enables decentralized and autonomous
management of assets and applications. Despite the popularity and benefits of
the metaverse, securing the data and digital information of its users is a
common concern for learners and educators. Blockchain could provide a
promising solution in this arena, due to its unique characteristics of
decentralization, immutability, and transparency. Its support in metaverse
applications is enabled through the programmability of blockchain, which could
drive the educational content by putting together smart contracts among
decentralized locations [137].

The literature reports several interesting solutions for the integration of
blockchain in metaverse applications. For instance, Gadekallu et al. [138]
provide a detailed overview of the approaches to seamless integration of
blockchain in the metaverse by considering the data acquisition, storage,
privacy preservation, and interoperability aspects. Furthermore, the impact of
metaverse on its supporting technologies, such as IoE, digital twins, AI, and
big data were explored in association with the role of blockchain in securing
the platform. This stands as a crucial drive towards the implementation of
secure educational content for the metaverse-based educational frameworks.

Trust and authority enhancement through blockchain adoption for the metaverse
enables more IoT devices to participate and assist in developing educational
content from active gaming to embedding financial services with the contents
[139]. However, as the social scalability of metaverse-enabled educational
services may take a longer period, trustless education contents, components
and contracts may be rooted up. We could gain benefits from earlier adoption
of blockchain to establish on-chain educational data feeds along with the
bloom of virtual commodities [140]. Furthermore, the avatar customization and
new generation educational feed could be made more immersive and trustworthy
in the metaverse through the widespread adoption of blockchain and by
associating them through cloud computing components.

###  3.6 Low-Code Platforms

In recent years, the use of low-code and no-code application platforms (LCAP)
has replaced hand-coding of processes and accelerated higher-level
abstractions in XR-based applications. It enables even the non-programmers to
perform several tasks generally needing programming expertise. According to
Gartner, most of the leading industries have started using LCAPs to operate at
least part of their infrastructure [141]. This trend can help the developers
to focus more on the complexity and nuances of developing XR-based educational
services in metaverse instead of worrying about the complexity of developing
and deploying Internet-scale applications. Furthermore, a diversified set of
creator tools are available to develop metaverse contents with sophisticated
features and for provisioning better support for commerce and education
sectors [142]. Although it is challenging for businesses to scale down the
technology to individual educational institutions, there are numerous
occasions when IoE enabled devices in the hands of individuals, could drive
towards the most cost-effective option for the enterprises.

As the software industries frequently impart vital technical changes, low-code
platforms highlight a high level of concern for data insights and provision of
efficient and reliable solutions [143]. Furthermore, the use of cloud services
as the dominant computing platform aids in creating rich immersive experiences
for learners in the metaverse environment. The metaverse along with XR will
gradually be built by a larger number of producers, with a wider catalog of
plug-in apps and business logic to support them. However, the present
literature on LCAP does not fully represent the impact or the reasons behind
the educational sector’s use of these XR and IoE platforms [144]. With
multiple data endpoints, a larger support from LCAP could be accounted for in
virtual educational platforms and it ensures scalable and secure solutions.

###  3.7 Accelerating Distributed Networks

The computing networks are said to be distributed when the programming and the
data are spread out across more than one computing resource. Accelerating the
performance of distributed networks in terms of its networking speed, latency
and concurrency could be driven through 5G and 6G services [35]. This
acceleration will sustain the metaverse, and also helps to provide more
fascinating applications in the education sector by enabling the users to
share real-time educational content. As the data intensive networks are key
resources in metaverse applications, its association with the distributed
networks needs to be tightly coupled and accelerated [145]. Furthermore, the
metaverse frameworks need to be end-to-end optimized and the computation and
communication should be promising for imparting rich educational experience.
As the metaverse educational platforms are integrated with IoE, they could
gain maximum benefit through edge computing. However for low performance IoE
devices, it remains a huge challenge. ScissionLite [146], a holistic framework
was developed by the authors to assist in accelerating the distributed DNN
through insertion of a traffic-aware layer, thereby increasing the network
traffic. This framework greatly enhanced the interference latency multifold in
comparison with the conventional slicing approaches used in the learning
models. Further, the interference latency could be considerably reduced
through the implications of acceleration deep neural networks.

Towards the realization of edge-enabled metaverse, the authors in [147]
surveyed the networking and communication aspects in the implementation of
edge solutions. With distributed edge computing solutions the resource
constraint challenges existing such platforms could be effectively addressed
[148]. Further, acceleration in computing enables to render an immersive
experience for the learners delved into the metaverse platforms. Moreover, it
also authorizes sharing of virtual user-generated educational content with low
cost of data transfer frameworks. Such a decentralized, tamper-proof solution
for the edge-enabled educational services in a metaverse framework enables
transparent information exchange between the teachers and learners.

##  4 Challenges and Issues Related to Metaverse

Despite the significant efforts for addressing various aspects of the
metaverse in the field of education, its essential requirements and
perspectives need the attention of the research community. This section
provides a roadmap of challenges that could impact the implementation and
deployment of metaverse for educational services. We also discuss the
adaptable environments and consider the use of emergent paradigms from social
and technological trends that could shape the future trends of the metaverse
for educational services.

###  4.1 Virtual Mainstreaming

XR and particularly IoE frameworks have to deal with the genuine aspects of
the virtual world to be just like the real one, as well as the trust aspects
to the functioning of relationships and organizations. Establishing standards
for such technology is the foundation for how we establish and assess our
connections and continue to function in harmony with the legal systems. Each
of these technologies is scalable because of trust. The scalability of the
metaverse in conjunction with the IoE and XR technology will improve trust in
the virtual domain as the trend grows with virtual objects, crypto assets,
smart contracts, virtual friends and live online educational experiences.

Since users believe that the possessions of virtual connections and data
exchanges are genuine, online bullying, abuse, cheating, and cheating in
relationships will all become more damaging. These issues need to be solved
through proper education, training, virtual literacy, and supportive
communities. However, as people respect the virtual world more, there are
usually groups of people that exploit the trend for selfish benefits.
Researchers aim at providing infrastructure through virtual streaming of
resources and thereby ensuring to address the trust issues in each of the core
domains to combat cybercrimes, such as phishing, online frauds, virus
distribution, and ransomware attacks [26].

###  4.2 Challenges by Open Platforms

Open platform systems have become a common social phenomenon mainly due to the
large range of collaborators involved in developing software modules [149].
The graphical and immersive experiences gained through metaverse with the
support of XR and IoE can be distributed outside of app stores with the open
platforms. Data-oriented technology stack platforms leveraging these features
help to deliver efficient metaverse experiences, particularly for the
educational sector. However, the exponential growth in the usage of open
source apps in permission-less social networks, operating systems, and PCs
often impart challenges for the developers. Furthermore, new technology and
open standards are emerging that have the potential to democratize the future
of metaverse [150]. The technology with decentralized digital identities, such
as the avatars of individuals and zero-knowledge proofs must help to claim
control over their valuable data. More breakthrough opportunities persist in
the development of free applications with XR and IoE framework support through
open platforms for the massive increase in the impact of metaverse on
educational services.

###  4.3 Walled Garden Ecosystems

The Walled Garden is the most prominent strategy used by the technological
giants, such as Google, Facebook, and Amazon for restricting the user
navigation within their network premises by providing access and provisioning
only required operational services [151]. Technological trends that impact the
metaverse favor the usage of a well-organized and attractive walled garden
ecosystem. The challenges that exist in the open systems are could be
addressed through the walled garden, which allows the creators to collaborate,
modify and link with their designs [152]. However, technologies for portable
avatars, portable social networks, and interoperability are on the horizon,
and this could help connect diverse walled gardens using open platforms while
also allowing for discovery and curation options. Furthermore, there are very
few walled gardens and it is required to be configured by creators and could
assist in inviting other creators and joining with them to manipulate the
shared components, link with them, and collaborate in the metaverse-based
educational services. As the educational services have access to a vast range
of audiences, the equivalent virtual world hyperlinks on websites for the
metaverse and hypermedia-like structures with portals may provide immersive
experiences for the users. Most end-users, service providers, and educational
institutions providing metaverse-based services for the learners will also
feel safe with these technological advances.

###  4.4 Simulating Reality

The notion of simulating the universe and reality is not new. It could be
traced from numerous philosophies, the distinction between reality and dream,
which was once termed as an illusion. With the proper usage of physics of
light energy, the ray-tracing simulation defines the appearance of images and
enables 3D graphics for real-time visuals [153]. The utilization of pre-
rendered contents and realistic graphics for metaverse demands more computing
power for the IoT devices used for such tasks. However, real-time raytracing
could solve these issues by enhanced AI models that could mimic the machines
and provide an immersive experience for the metaverse through virtual objects,
people, places, and machines. For instance, the data accumulated from digital
twins, IoT devices monitoring traffic, and geospatial data could impose real-
time data of processes, objects, machines, and people and provide real-time
visualization of the data through AI and predictive analysis. Furthermore,
these features add an additional layer of immersive experience for the
metaverse and could assist the next-generation education with more
interactiveness and engage the learners and educators with a better platform.

###  4.5 Ethical Considerations and Potential Pitfalls

In this section, we summarize ethical considerations and potential pitfalls of
using metaverse for educational services. Furthermore, we will survey the
state of the current literature on the legal issues involved in the use of
metaverse for educational services. Interoperability and openness of the
metaverse raise the question of the ethics and values for the future Internet.
The ethical judgments based on the philosophical nature of the technology
imparted in the metaverse, need to identify the responsible members building
this infrastructure. With the core objective of preserving human wellbeing,
the ethical guidelines provided in [154] could well suit the metaverse
applications with an increased focus on the use of AI for autonomous
frameworks. Fig 5 shows the taxonomy of ethical issues involved in the
metaverse-based educational services.

Figure 5: Salient Ethical Issues in Metaverse-based Education.

  * •

Privacy Policies: The XR devices along with brain-computer interfaces (BCI)
could provide access to the metaverse applications, which are capable of
detecting the thought process of the users. Despite using them for predicting
consumer behavior, they gather private user data and keep storing them in the
blockchain forever. Privacy policies of metaverse applications should be read
and accepted by understanding the consequences of data leaks, misuse of data,
and hacking of personal data. The authors in [155] demonstrated potential
solutions for securing such systems. For social VR learning environments,
security and privacy attack trees are demonstrated in [156], in which
stochastic timed automata representations are used for statistical model
checking. Furthermore, integrity loss and privacy leakage are also assessed
before and after the adoption of the aforementioned design principles.

  * •

Digital Citizenship: Digital citizenship refers to the way of being and acting
online in a safe and meaningful way. It drives towards critical thinking and
not trusting everything the user observes. It ensures being safe with the
information and getting connected to the intended persons. Digital citizenship
ensures the metaverse users to act with responsibility in communication and
behavior. The authors in [157] proposed a five factor digital citizenship
model that ensures social engagement online through reasonable activities.
Such models driven by the educators for the metaverse could provide reliable
education and training contents as a digital citizenship scale for the
learners.

  * •

Netiquettes: Digital etiquette is normally termed as Netiquette, where having
proper communication is key in terms of asking, and responding with respect
and protection. By proper greeting, asking specific queries, with professional
and proper ending Netiquette could be ensured in communication. In the
metaverse-based education implemented in high schools, college or industries,
being a responsible digital citizen is a key. In [158], the authors reviewed
the necessity of Netiquette in online educational platforms, where information
and communication technologies (ICT) have changed the way of communication and
socialization. The metaverse with new reality for education and training the
learners with proper Netiquette, arrests cyber-bullying, and digital scams, in
the social networks.

  * •

Acceptable Use Policies: It refers to the set of rules or policies applied by
the owner, creator or administrator of the educational content or the system,
that restricts the way the content could be used. It is an integral part of
the framework of security policies, where new users gain access to the
resources by signing the policy. Theoretical and historical understanding of
the policies on educational contents are evaluated in [159] for steering the
distance education. An online consent maturity model developed in [160], with
a socio-technical context, argued the legalistic adoption of ethics in the
paradigm for informed consent in online education. The stakeholders of
educational institutions may request the learners and teachers to sign an
acceptable use policy, before allocating them a network ID for gaining access
to the metaverse-enabled educational contents.

  * •

Network Security: As security concerns are raising in immersive educational
platforms, the attacks on the Head-mounted display (HMD) devices could enable
the attackers to disorient users and overlay or modify the images in their
vision. In [155], the authors demonstrated the exploitation of VR systems for
controlling the users immersed in their metaverse world without their
knowledge. These attacks were termed Human Joystick attacks (HJA).

  * •

Copyrights: With the widespread bloom of numerous online educational
platforms, the management of digital rights on the educational content against
infringement of copyrights of learning resources are challenging. Blockchain-
enabled digital copyright management system in [161], ensures sharing of
multimedia educational contents through private and public blockchains. It
ensures data protection of educational contents, that could be appropriate
choice for metaverse platforms as well. Further, in [162], the authors
presented on the usage of blockchain for claiming and protection of the
intellectual property rights on the ownership of technology transfer
resources.

As stated in the aforementioned sections, XR is all set to modify our
perceptions. Such XR solutions are created in such a manner that we mistake a
virtual version of the actual world for a genuine object and become engaged in
it. This technology, like any other, has some negative consequences as well.
It can readily create virtual false places and fake circumstances, and can
also get users into mind-altering states. This can be misused to brainwash
people and lead them to pursue unintended goals. As XR becomes a more powerful
component of the metaverse, we still need the technology to tell what is
authentic. The industry needs to invest in developing standards and policies
that allow XR gadgets to operate ethically, and prevent the misuse of
metaverse technology.

##  5 Future Research Directions and Open Issues

The analysis of the metaverse in a particular application is based on multi-
domain design exploration with many dimensions. This section describes the
takeaways from this survey with a summarization of the relationship between
the methodologies, architecture, and frameworks of metaverse used for
education, training, and skill development applications.

Most educational and training applications require a compromise between high-
quality content and an immersive experience for the users. High bandwidth
communication and throughput performance may not be a crucial metric for these
systems. The frameworks employed in these applications should maximize the
performance and consider other constraints associated with the IoE and XR
devices such as power, memory, size, and other resource constraint modules for
the trainers and learners. In metaverse-enabled classrooms, these constraints
have a larger impact as XR and IoT devices are much more influential and
largely used by the learners and trainers. Therefore, in these applications,
immersive experience is prioritized with high throughput and high-speed
communication.

In this section, we discuss a range of open topics in the metaverse and beyond
for future research in this domain.

  * •

Accuracy and Authentication of Material: Offering truly quality and immersive
education through metaverse demands the provision of high-quality content. The
usage of substandard and highly incompatible XR and IoT devices also impacts
the accuracy and authentication of the educational contents. There is a need
to put efforts to define a common authentication mechanism along with the
features to deliver accurate and high-quality educational content. However,
this initiative to create a robust educational platform needs to enable cross-
border interoperability across a diversified range of supporting technologies.

  * •

Access to Reliable Broadband: Seamless Internet connectivity for metaverse-
driven education largely depends on access to reliable broadband services. The
larger coverage and high-speed access to educational resources make it a
worthwhile option for streaming educational content. Optical communication and
5G/6G services have already taken the lead to lay the platform for ensuring
high capacity with features, such as reliable video streaming and sharing of
high-quality immersive educational content [163]. However, given the access to
broadband services, using heterogeneous radio technologies based on their
availability often affects the trust in the communication services rendered
for the educational services [164].

  * •

Marginalized Communities: The research community should ensure focusing on the
technology and design that could satisfy the demands of the marginal group of
individuals and communities participating in the metaverse-driven educational
services. This will allow them to have full access to the services provided by
metaverse. Education for physically impaired learners and the people with
cognitive impairments should be considered by the metaverse platform and
enable fairness policy to treat such individuals [165]. Attribution-based
learning models with the Shapley values, largely used in explainable
artificial intelligence (XAI) frameworks, that depend on the game theory
approach to interpret explanations from the deep neural networks. This enables
the marginalized community to provide immersive education [166]. Further, such
XAI models are largely used in identification of vulnerable groups and aids in
exploring how the decisions were made by the models. Particularly for the
educational services driven through metaverse, the threats over the
educational contents and the inherent contextual exploration needs attention
from the research community.

  * •

Integration of mobile technologies and appropriate pedagogical methodologies:
A key component in provisioning metaverse-driven educational services is its
integration with mobile technologies. With a lot of pedagogical methodologies
coming up with interactive mobile apps, the adoption of metaverse further
enhances the usage of these apps for streamlining the education towards
immersive and interactive means. Mobile technologies are important because,
although people are at different geographical locations, they are
interconnected through their sophisticated gadgets, particularly with IoE and
XR modules. Moreover, there are provisions for imposing user-defined sharing
and restrictions on educational content through the apps. However, constraints
on power management, high-speed networking, and coverage limitations need to
be addressed to meet the balance with the demands of using the immersive
pedagogical methodologies. The influence of perceived trust and pedagogical
faith on the trainers and educators are largely enhanced through the
acceptance of AI-based tools and services [167]. Encouragement on the
acceptance of the education XAI platforms with metaverse could enable the
teachers to make pedagogical decisions and action on the learners. With mobile
technology, XR’s next-generation human-centric services could be triggered
through discrete event simulations driven through metaverse platforms [168,
169]. This in turn, largely assists educational services with the usage of
immersive XR apps and low cost VR/AR gadgets for learner-centric sophisticated
educational services.

  * •

Integrated Learning: Conventional online learning strategies with a lot of
distractions are often considered inefficient. Since the gadgets must handle
high-speed educational content, the capabilities of networks, smartphones, and
desktops severely degrade for provisioning immersive learning strategies.
Integrated learning through XR and IoE modules with the support of metaverse
technology enables the integration of the educational contents through games
and storylines [170]. However, the complete potential of a metaverse in
integrated learning could be reaped with sophisticated enabling technologies
and high-speed communication by addressing the challenges such as the size of
devices, power management, and resource management across the integrated
learning platform.

  * •

Developing Values of Responsible Usage: While metaverse along with XR and IoE
architecture can assist with immersive means of educational services, the
users are still struggling with effective management of responsible usage of
the technology. Despite having secure communication support, the physical
characteristics of the IoT devices and VR/AR gadgets are often being misused
without considering their values [171]. There are inimitable properties that
are unique to every technology that supports the growth of metaverse. However,
apart from emphasizing stringent security and privacy through robust
encryption schemes, responsible usage of the technology by the end users and
developers must be supported with their values. From the perspective of using
the metaverse and its supporting technology for educational services, the
learners, and teachers should be responsible in imparting quality educational
services through the metaverse [56]. Even though the technological
implications at present are minimal in this context, the role educational
service providers are also a predominant one and their challenges need to be
addressed by the research community on high priority.

##  6 Conclusions

The current generation of XR applications taught us the way to blend the
physical and virtual worlds through IoE devices. Metaverse platforms
incorporating the XR and IoE technologies have drawn attention in recent years
from the commercial and research perspective. With these technologies
promising positive impact on human lives through IoE use cases. Further,
metaverse also constitutes an interactive visualization and interpretation for
educational services with the chain of raw data generated from IoE devices.
These IoE data are analyzed by digital models to provide a high level of
abstraction and insight into the data streamed from IoT devices. In this
survey, we reviewed the XR solutions and associated challenges in education,
training and skill enhancement in various fields through IoE applications from
the metaverse perspective. Specifically, we highlighted the key concepts
involved in XR and IoE technology as well as the vital features incorporated
for training and skill enhancement through metaverse. We also presented the
contributions of metaverse using XR and IoE technology, which is used in the
context of a diversified range of training and educational services. We also
identified the open issues for sustaining the development of XR-based training
supported through IoE devices and thereby extending its services towards the
deployment of immersive education, which was beyond the scope of this survey.
This article will help the readers to understand the state-of-the-art features
of XR and IoE devices and their capabilities, which meet the demands of a
metaverse in training, and further this paper also lists the future research
prospects covering some promising directions in this field.

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