A systematic literature review on collaborative learning mediated by the metaverse: Trends, tools, and pedagogical implications for higher education

Abstract

Higher education has been affected by significant changes due to technological advances over the past decade. These advances have positively influenced various learning approaches, especially those related to collaborative learning. This article aims to analyze the impact of the metaverse on collaborative learning in higher education, based on a systematic review of the literature following the PRISMA methodology. During the search process, inclusion and exclusion criteria were established, considering the year of publication, language, databases (WoS and Scopus), study type, and thematic area of each document examined. As a result, 23 papers were deemed suitable for review. The findings indicated that the highest scientific output occurred between 2023 and 2024. The most frequently used database for publications on this topic was Scopus, accounting for 43.47% of the total documents examined. The predominant research methodology was quantitative, representing 52.17%. Additionally, four thematic areas related to the metaverse as a mediator of collaborative learning in higher education were identified. These categories include the educational process, technology, tools, and teaching methods influenced by virtual environments. It was concluded that collaborative learning benefits significantly from the metaverse, as the virtual reality it provides creates spaces for practice and reflection for university students, offering a more engaging and collaborative learning experience.