Chronological Analysis of the Metaverses of Peruvian Universities and their Impact on Education

Pérez-Mamani A.; Dávila-Díaz N.; Arana-Huanca O.; Méndez-Nina J.; Alva-Mantari A.; Ramos-Cosi S. · SSRG International Journal of Electronics and Communication Engineering (2025) · DOI: 10.14445/23488549/ijece-v12i3p112

Resumen

The metaverse in higher education offers great potential but faces significant challenges. According to the United Nations Cultural, Scientific and Educational Organization (UNESCO), less than 10% of educational institutions globally have adopted immersive technologies. In Peru, although 62% of the population is familiar with the metaverse, its application in the educational field is still limited. This study aimed to chronologically analyze the metaverses of Peruvian universities and their impact on education. Through a descriptive and comparative review, information from databases such as Scopus and Latindex and university repositories was used. Characteristics were then established to identify similarities and differences between metaverses. The results pointed to the existence of seven university metaverses developed between 2008 and 2023. The first, the Second USMP, introduced innovative academic simulations, while in 2022, UPC Cultural, ContiVerso, Meta Waka and Ingeniería VR emerged, integrating tools to foster creativity and personalize educational processes. In 2023, the UDEP Metaverse and the UCHverse were identified, the latter being the most complete for possessing all the established characteristics that include total immersion, recreation of university environments, and multiplatform access. It is concluded that Peruvian metaverses have the potential to transform higher education. However, they face barriers to accessibility and infrastructure, and it is recommended to strengthen technological training and expand public access to maximize their impact.

Instituciones: Universidad de Ciencias y Humanidades