International Journal of Art, Design, and Metaverse

Designing Metaverse-Based Learning Environments for Elementary Education in Europe

Sofia Müller — 2025-08-17

This paper explores the design and evaluation of a metaverse-based learning platform tailored for elementary schoolchildren in Europe. With immersive technologies such as virtual reality (VR) and augmented reality (AR) gaining traction in education, this study examines student engagement, usability, and perceived learning outcomes. A mixed-methods approach involving 240 students (aged 8–11) and 30 teachers across five European countries was employed. The findings reveal high levels of engagement (87%), moderate technical barriers, and positive teacher perceptions of pedagogical potential. The paper concludes with design recommendations and policy considerations for broader adoption.

Developing a Metaverse-Based Learning Environment for High School Students in Ukraine: A Survey-Based Analysis

Olena Kovalenko — 2025-08-17

The metaverse—an interconnected network of immersive, persistent, and interactive virtual worlds—has emerged as a promising paradigm in educational technology. By integrating virtual reality (VR), augmented reality (AR), and Web3-enabled platforms, the metaverse has the potential to reshape secondary education through deeply engaging, experiential, and context-rich learning experiences. This paper presents the findings of a survey-based study conducted with a sample of 120 high school students and 35 educators across various regions of Ukraine. The survey aimed to assess awareness, perceptions, and readiness for metaverse integration in the high school curriculum, as well as to identify potential benefits and barriers. Results reveal strong enthusiasm for metaverse adoption, with 78% of students and 65% of teachers expressing high interest in its educational use. The most commonly cited benefits include heightened student engagement, real-time collaborative opportunities, and the enhancement of STEM and digital literacy skills. However, significant challenges remain, particularly related to high hardware costs, inadequate internet infrastructure, limited teacher training, and concerns regarding data privacy. The paper concludes with strategic recommendations for phased implementation, teacher capacity building, and the development of clear policies to ensure equitable and ethical use of metaverse technologies in Ukrainian high schools.

Immersive Creativity: Redefining Artistic Expression in the Metaverse Era

Lie Wei — 2025-08-17

The emergence of the metaverse—a network of persistent, interconnected, and immersive virtual spaces—has begun to revolutionize artistic expression by transforming how art is conceived, produced, distributed, and experienced. Leveraging technologies such as virtual reality (VR), augmented reality (AR), and mixed reality (MR), the metaverse offers artists unprecedented opportunities to experiment with multidimensional forms, real-time collaboration, and interactive audience participation. This article examines how immersive technologies not only enhance creativity through sensory-rich and spatially dynamic environments but also democratize access by lowering geographical and institutional barriers to artistic engagement. By drawing on recent integrative reviews, global case studies, and established theoretical frameworks from media studies, art education, and digital culture, we identify the specific affordances—such as spatial immersion, avatar-mediated interaction, and programmable environments—that make virtual spaces conducive to novel forms of creativity. Furthermore, the study explores the sociocultural implications of this shift, including changes in authorship, intellectual property, and the role of curatorship in a decentralized art ecosystem. We conclude by discussing the potential trajectory of artistic practice in the metaverse, emphasizing the need for critical discourse on accessibility, ethical use, and sustainable technological integration in creative industries.

AI and the Future of Artistic Work: Perceptions, Impacts, and Adaptation Strategies

Marko Petrović — 2025-08-17

Artificial intelligence (AI) tools capable of producing images, music, and literature have accelerated debates about the future of creative professions. This study examines perceptions of AI’s impact on artists’ work, focusing on the extent to which creative professionals and art students believe AI will replace, complement, or transform artistic practice. Using a survey of 250 participants (150 professional artists and 100 art students), the results reveal substantial concern regarding job displacement, balanced by optimism for new creative opportunities. The study contributes to an evidence-based understanding of AI’s implications for the art industry and outlines strategic adaptation pathways to ensure human creativity remains central in an AI-driven cultural landscape.

Implementing the Metaverse in Education: Survey Insights and Implications

Ahmed El-Sayed — 2025-08-17

This paper presents findings from recent survey-based studies exploring the adoption of metaverse technologies in educational settings. Drawing from empirical investigations in the UAE, insights from student perceptions, and comprehensive literature surveys, the article identifies key opportunities—including enhanced engagement, collaboration, and equity—alongside challenges such as cost, technological complexity, and privacy. The paper concludes with recommendations for pedagogical strategies, infrastructure investments, and policy considerations to support effective metaverse integration.