Scenarios to Implement Metaverse into the Saudi Educational System
Abdullah A. Al Fraidan, Mayamin Abdullah Olaywi
Abstract
In recent years, technological advancements have profoundly reshaped various facets of daily life. An emerging innovation in this realm is the integration of the metaverse—a virtual reality space enabling immersive digital interactions—into language classrooms. This integration promises transformative opportunities for enhancing vocabulary learning through interactive and immersive experiences. However, the literature on metaverse integration in English language education remains underexplored, particularly regarding its implementation nuances and impacts. This paper reviews existing literature on metaverse technology in education, focusing on its potential to enhance vocabulary acquisition and the associated challenges in the Saudi educational system. Drawing insights from studies on virtual reality (VR), augmented reality (AR), and metaverse-based platforms like Minecraft and Roblox, the paper explores the pedagogical implications and technological affordances for English language classrooms. It also discusses the practical considerations and limitations of metaverse integration, highlighting the need for innovative strategies to optimize its educational benefits. By synthesizing current research, this paper aims to provide a comprehensive understanding of metaverse technology’s role in English language education, offering five suggested scenarios for implementing Metaverse into the Saudi educational system giving insights for educators and policymakers to navigate its implementation effectively.