Metaverse, an alternative universe for play, work and interaction, has become a captivating topic for academia and industry in recent times. This opens the question on what a metaverse for education, or edu-metaverse, should look like. It is believed that this metaverse for learning should be grounded by a pedagogical theory. Particularly, we propose a constructivist metaverse learning theory with eight actionable principles to guide the edu-metaverse and its applications. With this metaverse learning theory, we further propose the framework for an edu-metaverse; it is essentially walkable yellow pages that connect knowledge. The core idea is to combine the structure of knowledge graphs and the immersion of virtual reality in order to facilitate association, exploration and engagement in learning. Our current prototype for this edu-metaverse vision, K-Cube VR, is also presented. We have tested K-Cube VR for the introduction of course topics to our students and the results indicate that our edu-metaverse framework benefits students by providing a focused environment and structured learning on the topics of a course, akin to a mind map. Overall, in this paper, we present an edu-metaverse design that is rooted in a constructivist pedagogy that already shows promising results from a pilot user study via our metaverse prototype.

Massive open online courses (MOOCs), a unique form of online education enabled by web-based learning technologies, allow learners from anywhere in the world with any level of educational background to enjoy online education experience provided by many top universities all around the world. Traditionally, MOOC learning contents are always delivered as text-based or video-based materials. Although introducing immersive learning experience for MOOCs may sound exciting and potentially significative, there are a number of challenges given this unique setting. In this paper, we present the design and evaluation methodologies for delivering immersive learning experience to MOOC learners via multiple media. Specifically, we have applied the techniques in the production of a MOOC entitled Virtual Hong Kong: New World, Old Traditions, led by AIMtech Centre, City University of Hong Kong, which is the first MOOC (as our knowledge) that delivers immersive learning content for distant learners to appreciate and experience how the traditional culture and folklore of Hong Kong impact upon the lives of its inhabitants in the 21st Century. The methodologies applied here can be further generalized as the fundamental framework of delivering immersive learning for future MOOCs.

Computer-supported collaborative learning aims to use information technologies to support collaborative knowledge construction by practising the relevant pedagogical approaches, especially in the distance learning setting. The enabling technologies are fast advancing, and the need for solutions during the COVID-19 global pandemic led to the emergence of the Edu-Metaverse, which is conceptualised as a collection of networked virtual worlds (i.e., the Metaverse) for learning. There is a great necessity to investigate how these more recent enabling technologies can support collaborative learning. This empirical study aims to collect both quantitative and qualitative results to fill the knowledge gaps. Specifically, 20 undergraduate students (three females and 17 males) taking the Game Design and Development course voluntarily participated in this study. The participants used three representative collaboration platforms (i.e., AltSpace, Gather, and ZOOM) in our laboratory for discussing three course-specific topics, simulating the undertaking of collaborative learning tasks in the distance learning setting. The results suggest that the participants were more engaged in the learning activities using the Metaverse platforms that offer avatar-mediated communications and collaborations (i.e., AltSpace and Gather). These platforms also gave the participants a stronger sense of co-presence and belonging to the learning community. Potential improvements to the usability and the participants' feedback are also discussed in the paper. We hope the results can contribute to the fast-growing use of the Metaverse enabling technologies for educational purposes.

Background: Attention-deficit/hyperactivity disorder (ADHD) usually begins in childhood and is often accompanied by impairments in social functioning. Virtual reality (VR) has emerged as an adjunctive tool to embed in social skills training to enhance the social skills of children with ADHD, but its effectiveness requires further investigation. Objective: This study aims to enhance the social skills of children with ADHD by examining the feasibility and effectiveness of VR-based training in comparison to traditional social skills training. Methods: A 3-arm randomized controlled trial was conducted with 90 children with ADHD aged 6-12 years. Participants were randomly assigned to 3 weeks of 12-session VR-based social skills training, traditional social skills training, or a waitlist control group of equivalent duration. Outcome measures included assessments by a clinical psychologist who was blinded to group assignments, the Social Skills Improvement System Rating Scale, the Behavior Rating Inventory of Executive Function, and the Simulator Sickness Questionnaire, conducted at baseline and after the intervention. Results: The preliminary results support the feasibility and acceptability of VR training for children with ADHD aged 6-12 years. Analysis showed that the VR and traditional social skills training groups experienced a statistically significant improvement in the clinical psychologist assessment of social skills and parent-rated self-control, initiative, and emotional control after the intervention compared with baseline. The VR group performed significantly better than the traditional social skills group on social skills assessed by clinical psychologists (F2,85=76.77; P<.001) and on parent-rated self-control (F2,85=18.77; P<.001), initiative (F2,85=11.93; P<.001), and emotional control (F2,85=17.27; P<.001). No significant between-group differences were found for parent-rated cooperation and inhibition (all P>.05). Conclusions: The findings provide preliminary evidence supporting the feasibility and superior effectiveness of VR-based social skills training compared to traditional approaches for enhancing social skills and related executive functions in children with ADHD. These results suggest that VR may be a valuable tool to embed within social skills interventions for this population. Further research is warranted to explore the long-term impacts and generalizability of these benefits. Trial Registration: ClinicalTrials.gov NCT05778526; https://clinicaltrials.gov/study/NCT05778526 International Registered Report Identifier (IRRID): RR2-10.2196/48208