Metaverse and the Transformation of Mathematics Learning

The term metaverse was first introduced by author Neal Stephenson in his 1992 novel Snow Crash. In this work, he envisioned a form of virtual multiverse — a shared digital world that allows humans to interact and experience life much like in the real world.

According to Chiang et al. (2015), the metaverse can be understood as an extension of virtual reality (VR) and augmented reality (AR) technologies. Through the combination of these two concepts, the metaverse enables users to interact with virtual objects such as avatars in a digital environment that is more social, simulated, and collaborative compared to conventional approaches, which are often more individualistic.

For instance, a student accepted into the University of Cambridge could attend classes virtually through the metaverse. The student would have the opportunity to participate in lectures, interact with fellow students, shop at campus stores, and even tidy up their university uniform — all within a digital simulation of the real campus environment.

With the advancement of technology, the metaverse has now transcended into various fields, including medicine, transportation, business, and education.

The use of the metaverse in the education sector is seen as a gateway to creating more interactive and holistic learning experiences. Through direct participation in virtual activities, students can not only play or attend meetings online but also engage in learning that closely mirrors real-life experiences.

According to Zahra et al. (2021), the metaverse has the potential to provide engaging learning experiences that cater to diverse learning styles. The platform also allows teaching and learning to be conducted simultaneously for a larger number of students.

In addition, the metaverse provides a safe environment for conducting experiments or simulations that are difficult, high-risk, or impossible to perform in the real world. Some of the commonly used metaverse applications in education include AR, VR, lifelogging, and mirror worlds.

Metaverse and Mathematics

In the context of mathematics education, the use of the metaverse has gained increasing attention among academics and educators. This is due to its potential to enhance students’ cognitive abilities and interest in a subject often regarded as challenging.

Students typically struggle to understand abstract concepts and solve mathematical problems that require higher-order thinking. Integrating the metaverse into mathematics teaching and learning can help overcome these barriers by offering a more visual, interactive, and immersive approach.

For example, students who find it difficult to grasp three-dimensional (3D) shapes or the Pythagorean theorem can benefit from AR-based 3D learning cards. These tools allow students to clearly visualize geometric structures and understand formula formation through dynamic visualizations. Such applications are especially helpful for students with weaker spatial and logical reasoning, as they can grasp content more effectively through visual support and step-by-step explanations.

Beyond conceptual visualization, the metaverse also supports the emotional and value-based dimensions of mathematics learning. Through Lifelogging applications, students can track their learning history or key algorithms chronologically. This not only deepens their understanding of certain concepts but also fosters a stronger emotional connection with the subject, motivating them to explore mathematics further.

Additionally, applications such as Math World VR facilitate student interaction with learning materials. Designed with a user-friendly interface that requires minimal technical skills, these applications enable students to focus entirely on learning without being distracted by technical complexities. This enhances active participation and academic achievement in mathematics.

Overall, the metaverse opens the door to more engaging, practical, and experiential learning. This technology has the potential to accelerate comprehension, expand access to learning resources, and improve students’ performance in subjects like mathematics.

However, the success of its implementation depends on addressing fundamental challenges such as infrastructure, accessibility, and data security. Therefore, an inclusive and prudent approach is essential to ensure that this technology truly serves as a catalyst for the transformation of future education.

Dr. Malathi Letchumanan
Research Officer
Institute for Mathematical Research (INSPEM)
Universiti Putra Malaysia

Date of Input: 15/10/2025 | Updated: 15/10/2025 | norhidayahche