Applying Lessons from Digital and Gamified Learning to the Educational Metaverse A Systematic Review

Applying Lessons from Digital and Gamified Learning to the Educational Metaverse A Systematic Review | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Systematic Review Applying Lessons from Digital and Gamified Learning to the Educational Metaverse A Systematic Review André Delwyn Gopal, Matthew Cresswell, Yianna Yiannakis, Angus Davidson, and 1 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-7205900/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 12 You are reading this latest preprint version Abstract The concept of the metaverse, an immersive virtual environment, holds significant promise for revolutionising educational practices. Strategies of online learning and gamification are at the forefront of this development. These developments have the potential to dissolve learning and geographical boundaries, provide more accessible and effective educational opportunities, and help reduce the current inequalities associated with traditional learning models. Considering that the metaverse is still in its nascent stages, this paper seeks to infer its potential impacts on education by examining existing studies on online learning and gamified education. By conducting a systematic review of literature, we have extrapolated the key benefits and challenges associated with using digital and gamified learning environments. A systemic review approach was employed to analyse and review 68 articles from two recognised digital databases, namely Google Scholar and ScienceDirect. The results of the review provide an in-depth understanding of the state of metaverse education in our current landscape and includes an overview of the attitudes held towards online learning, the studied outcomes of online learning and digitally assisted learning, the challenges associated with online learning and metaverse education, and the studied outcomes of metaverse-based gamified education and their effect on the development of 21st century skills. metaverse education online learning gamified education gamification PRISMA Figures Figure 1 1 INTRODUCTION The potential applications of online learning are vast. Online learning has the potential to alter patterns and general strategies within the entire academic process (Asabere & Enguah, 2012 ). A focal point of online learning research is its potential to be integrated with multiple technologies. Much attention is being paid to the metaverse as a potential platform for integrating and expanding technology (Chen et al., 2023 ; De Felice et al., 2023 ; Getchell et al., 2010 ; Zhang et al., 2022 ). The emergence of the metaverse has introduced a new realm of possibilities for education. Its immersive and interactive nature provides a potentially promising avenue for innovative learning approaches (Kapp, 2012 ). Gamified education is an approach that has garnered significant attention, wherein elements of games are integrated into educational experiences with the aim of enhancing engagement and motivation among learners (Landers & Landers, 2014 ). This systematic review aims to explore the potential implications of combining online learning with gamified education in the metaverse and shed light on the implications of doing so. This research study also seeks to explore the potential benefits and challenges associated with implementing such systems in the metaverse. Our goal is to gain a comprehensive understanding of the experiences and perceptions of educators, learners, and other stakeholders in this emerging field by conducting in-depth qualitative research. This study aims to identify the various factors that contribute to the successful execution of gamified education in the metaverse. By examining the strategies, tools, and techniques employed by practitioners, we can uncover best practices and recommendations for future implementation. We will conduct a critical evaluation of the potential implications of gamified education in terms of learner engagement, knowledge acquisition, and skill development. Furthermore, we will analyse its impact on traditional educational paradigms. 2 THEORETICAL CONCEPTS 2.1 Metaverse The term ‘metaverse’ was originally coined by Stephenson ( 1992 ) in his science fiction novel Snow Crash. Stephenson envisioned a virtual-reality universe in which users could interact with one another and explore limitless virtual environments. Today, the concept has extended beyond the realm of fiction and has become a topic of serious consideration in the tech world. At its core, the metaverse represents a fully immersive and interconnected three-dimensional virtual-reality space (Zhang et al., 2022 ). It goes beyond traditional virtual-reality experiences by creating a shared, persistent environment that transcends individual platforms and devices. The term ‘shared’ refers to a metaverse that encompasses an online world or digital space that can be accessed by multiple users simultaneously in real time (Bell, 2008 ). The term ‘persistent’ refers to the ability of the metaverse to create a three-dimensional virtual world that exists even when individual users are not logged in. This is different from the internet, which primarily consists of two-dimensional web pages (Bell, 2008 ). In the context of the metaverse, ‘environment’ refers not to individual apps or websites, but to a unified virtual world or digital space that allows users to transition seamlessly between various applications, services, and experiences, as if moving between rooms or locations within that environment (Bell, 2008 ). In the metaverse, users can interact with one another, create and manipulate objects, and engage in various activities, blurring the lines between the real and virtual worlds (Zhang et al., 2022 ). In social interaction, the metaverse offers the promise of bridging geographical boundaries and allowing people from different parts of the world to connect and collaborate in previously unimaginable ways (Kaddoura & Al Husseiny, 2023b ). The metaverse has the potential to redefine industries by providing immersive experiences in domains such as education, gaming, virtual concerts, and even virtual tourism (Hamari & Sjöblom, 2017 ). From an educational perspective, the metaverse could transform traditional learning methods by offering interactive and experiential learning environments. By incorporating gamification strategies, there is an opportunity to enhance learner engagement, performance, retention, and satisfaction. This transformative concept has garnered attention from leading technology companies such as Facebook (now Meta), Microsoft, and Epic Games, who are investing significant resources into its development (Epic Games, 2021 ; Facebook, 2021 ; Microsoft, 2021 ). These companies recognise the potential of the metaverse to revolutionise social interaction, entertainment, education, and even business. Some advocates of the metaverse envision it as a comprehensive and captivating interactive virtual realm that may eventually replace the physical world as the primary medium for human interaction, engagement, and economic transactions. This vision involves establishing a cohesive global marketplace where individuals from diverse geographical locations can converge, exchange information, engage in trade, generate novel forms of entertainment, and collaborate on ventures without requiring physical travel or geographical proximity. Therefore, the metaverse has the potential to foster a borderless and interconnected digital ecosystem that transcends physical limitations (Mystakidis, 2022 ). 2.2 Gamified education As a pedagogical strategy, gamification involves the application of game design principles and mechanics to educational activities (Dicheva et al., 2015 ). Integrating game design elements and mechanics into educational activities can enhance engagement, motivation, and learning outcomes (Landers et al., 2017 ). Incorporating features such as points, rewards, challenges, leaderboards, and narratives into the learning process can make it a more interactive and immersive experience for learners (Hamari et al., 2014 ). Numerous studies have shown the benefits of utilising gamification strategies in education to improve learning outcomes. The factors accountable for these benefits include increased engagement, interaction, and enjoyment (Kapp, 2012 ; Hwang & Wu, 2014 ; Barata et al., 2013 ; Kiili, 2005 ; Landers & Landers, 2014 ). In schools, gamification is particularly effective for younger learners who are naturally drawn to games (Prensky, 2001a ). It makes learning more enjoyable and motivates them to actively participate in class activities. Teachers use educational games, quizzes, and interactive platforms to reinforce concepts, assess learner progress, and provide instant feedback (de Freitas, 2018). Gamification is widely used in the business world for employee training and development, as it offers a possibly more engaging and effective alternative to traditional training methods (Koivisto & Hamari, 2019 ). By implementing gamified modules, businesses can create simulations that allow employees to practice real-life scenarios, develop new skills, and improve performance (Koivisto & Hamari, 2019 ). Gamified education in businesses also fosters a sense of competition and achievement, which can boost employee motivation and productivity (Koivisto & Hamari, 2019 ). Besides formal education, gamified education has practical applications in everyday life. Educational mobile apps, language learning platforms, and online courses often incorporate game elements to make learning enjoyable and accessible (Osman & Abdul Rabu, 2020 ). Gamification can help individuals set goals, track progress, and receive rewards, making the learning experience both more motivating and gratifying. 2.3 Combining games with the metaverse The invention of the metaverse pushed the limitations of online learning and access to information even further (Thorne & Macgregor, 2017 ). The affordances offered by the metaverse could facilitate gamified education, which could go beyond the limitations of traditional online learning. The concept of active learning was introduced to describe a learning style where learners are more engaged than simply observing, listening, and taking notes (Sivarajah et al., 2019 ). This applies to the concept of a flipped classroom, where the didactic sequence is reversed when online learning is introduced. However, the outcomes of the traditional teaching model are achieved through didactic teaching methods, which involve delivering a lesson/lecture and expecting learners to complete homework assignments at home (Sivarajah et al., 2019 ). By incorporating elements such as points, rewards, challenges, and leaderboards, gamified education aims to foster a sense of competition, achievement, and enjoyment to facilitate effective learning experiences (Kapp, 2012 ). The combination of these two elements, teaching and education, provides a potentially unique platform for immersive learning experiences. The findings of this research will not only contribute to the existing body of knowledge on pedagogical strategies in technology, but will also provide practical insights for educators, policymakers, and technology developers seeking to leverage the metaverse’s potential as an educational platform. By understanding the nuances and intricacies of gamified education in the metaverse, we can better design and implement effective and engaging learning experiences that cater to the needs and preferences of modern learners. 3 THE NEED FOR THIS STUDY In recent years, the field of education has witnessed a growing interest in exploring innovative methods to enhance online teaching practices (Means et al., 2009 ). Traditional online learning platforms often struggle to engage and motivate learners, leading to suboptimal learning outcomes (Hew & Cheung, 2014 ). As educators strive to create effective and enjoyable learning experiences, the potential of gamified education in the metaverse has emerged as a promising avenue worth investigating. 3.1 Digital trends In the digital age, modern learners have developed a preference for interactive and stimulating learning experiences that align with their digital lifestyles (Johnson et al., 2016 ). With the rapid advancement of technology, learners are increasingly seeking educational opportunities that harness the power of digital platforms and tools. These learners, often referred to as digital natives, have grown up in a technology-driven society and are accustomed to engaging with digital media in their daily lives. They expect their educational experiences to be interactive, engaging, and tailored to their individual needs (Prensky, 2001b ). Research highlights the importance of providing learners with innovative pedagogical approaches that leverage technology to create interactive learning environments (Sharples et al., 2013 ). Furthermore, Prensky ( 2001b ) discusses the concept of digital natives and emphasises the need to adapt educational practices to meet their preferences for digital engagement. Therefore, educators and institutions must recognise the evolving needs of modern learners and integrate interactive and stimulating elements into their teaching methodologies to enhance learning outcomes and cater to the digital lifestyles of contemporary learners. With the advent of the metaverse, a virtual universe that offers immersive and interactive experiences, there is a unique opportunity and possibility to revolutionise online teaching practices. By leveraging the metaverse’s capabilities, gamified education may provide a dynamic and entertaining learning environment that fosters more active participation and knowledge retention, than traditional teaching methods. 3.2 Covid-19 The Covid-19 pandemic has significantly disrupted traditional educational practices, accelerating the adoption of technology in education and making it necessary to explore innovative approaches that can bridge the physical and virtual learning divide (Al Shlowiy, 2023 ; Alghamdi & Alghamdi, 2022 ; Yusuf, 2020 ). Institutions, specifically educational institutions, have been exploring alternative methods of teaching, compelling institutions and educators to rapidly adapt to online learning environments (Al Shlowiy, 2023 ; Alghamdi & Alghamdi, 2022 ; Jandrić et al., 2021 ). This unprecedented shift has highlighted the need and demand for innovative and engaging approaches to ensure effective knowledge transfer and learner engagement (Yusuf, 2020 ). In this context, the potential implications of gamified education in the metaverse present a compelling avenue for exploration and research. The limitations of traditional online learning platforms have become apparent during the pandemic. Many learners have reported feelings of disengagement, lack of motivation, and a decline in their overall learning experience (Al Shlowiy, 2023 ; Hodges et al., 2020 ). As a result, educators and researchers have sought alternative methods to address these challenges and create more immersive and interactive learning environments (Jandrić et al., 2021 ). The metaverse, with its ability to provide a multisensory, remote, interactive, and collaborative space, has gained particular relevance in the current context of history and offers a unique opportunity to enhance online learning experiences. Understanding how gamification can be implemented effectively in the metaverse for educational purposes will not only address the challenges faced during the pandemic, but also contribute to the long-term development of online learning practices. 3.3 Objective Despite growing interest in gamified education, there remains a need to explore its potential within the newly founded metaverse and its implications for modern online teaching practices. Existing research has primarily focused on gamification in traditional and online learning environments, often neglecting the unique affordances and challenges offered by the metaverse. This study aims to investigate the potential of gamified education in the metaverse and its impact on online teaching practices, thereby filling the gap in the literature. This study addresses the need for contemporary teaching practices that prioritise enjoyment and entertainment. Modern learners often seek interactive and stimulating learning experiences that align with their digital lifestyles (Sharples et al., 2013 ). By exploring the potential of gamified education in the metaverse, we can identify strategies and best practices that may promote more enjoyable and effective learning in this new digital age. This research aims to offer valuable insights to educators and instructional designers who wish to create engaging and entertaining learning environments by leveraging the distinct features of the metaverse. By conducting a systematic review, this study seeks to analyse and understand the existing literature in terms of experiences, perspectives, and perceptions of educators and learners who have engaged with gamified education methods in an online and/​or remote setting. The goal is to explore how these methods can be applied and enhanced through the metaverse and to understand their implications for modern online learning practices. Additionally, we will examine the challenges and opportunities associated with implementing gamified education within the metaverse, considering factors such as technological infrastructure, learner preferences, and pedagogical considerations. The insights gained from this study will shed light on the effectiveness, challenges, and opportunities associated with this emerging approach. Furthermore, this research will provide evidence-based recommendations for educators and policymakers seeking to leverage the metaverse’s potential to enhance online learning experiences. 3.4 Research aims Considering the need for the study and the recent global changes, the following research questions are posed to explore the potential of the metaverse as a tool for gamified education: RQ1: How do learners perceive online-based learning models? RQ2: What are the outcomes of online learning practices compared to traditional teaching methods that have been studied? RQ3: What are the challenges and limitations of implementing online education and gamification strategies in metaverse-based education, and how can these obstacles be addressed? RQ4: How does gamified education using the metaverse affect the development of 21st-century skills? 4 METHODOLOGY 4.1 Research design To address the research questions, this study employed a systematic review of currently available studies based on the guidelines of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) (Page et al., 2021 ). The PRISMA model is a standard for evaluating and synthesising the results and findings of previous studies, with an emphasis on rigour and completeness (Page et al., 2021 ). The aim of using the PRISMA research model was to construct an objective evaluation of scientifically grounded perspectives, building on the efforts of scholars, to answer the research questions of this study. Search engines, specifically Google Scholar, ScienceDirect, and Web of Science, were used to identify and narrow down the history of documents surrounding the topics. These databases contain a sizeable portion of the latest and most relevant studies. They were chosen specifically for their relevance in providing publications on technological education (Mystakidis, 2022 ), which is a major factor on which this study is based. This study was conducted based on the PRISMA model, which involved the following four steps for constructing and implementing the framework; (1) inclusion (keyword search), (2) eligibility, (3) screening, and (4) identification (Oláh et al., 2020 ). 4.2 Search strategy The research for this review began in October 2023 with the objective of identifying all relevant studies conducted before that time. The initial step involved determining the most relevant search terms or search strings to ensure that the latest and most relevant studies were reported. The initial search string that was used was “metaverse” AND “gamified education” , which yielded 26 studies using Google Scholar. These articles were downloaded and the search string was expanded. The new search string included the terms “metaverse” AND “online learning” OR “gamified education” in order to gather relevant and reliable information from various reputable scholarly databases, including Google Scholar and ScienceDirect. This search string returned articles in English that were published within the last 20 years, focusing on the most recent data related to these concepts. The objective of this search was to provide a comprehensive review of all scientific literature related to the metaverse in education, while taking into account all stages of education and fields of study. 4.3 Eligibility The adoption of the PRISMA model is helpful for establishing criteria for including and excluding obtained results (Moher et al., 2009 ). The PRISMA model was created for strictly judging and systematically reviewing findings. As a result, it provides a standard by which the applicability and credibility of the findings can be assessed for the review (Page et al., 2021 ). Literature deemed suitable for this review had to include a title, abstract, introduction, literature review, methodology, results, discussion, and conclusion. The inclusion and exclusion criteria of the reported scientific literature are presented in Table 1 . Table 1 Inclusion and exclusion criteria Inclusion Criteria Exclusion Criteria Documents on the metaverse in the field of education Documents that were unavailable online Documents on online learning Documents that were not in English Documents on gamified education Duplicated documents Studies published before October 2023 Documents that did not contain most of the variables analyzed in this study As a result, 5940 documents were reported in Google Scholar and 94 in Science Direct, which collectively resulted in 6034 scientific publications from both databases. Next, the articles were filtered by applying the previously stated criteria, following the guidelines of the PRISMA protocol for systematic reviews (Fig. 1 ). As inclusion criteria, all documents on the metaverse in the field of education were taken into consideration, with a particular focus on gamified education. By applying our criteria, the number of studies was reduced. The eligibility of each study was determined by carefully reading their titles and abstracts. Suitable articles were examined in more detail to determine their exact context within the study. This generated an analysis sample of 154 documents, (Google Scholar = 103 documents; ScienceDirect = 51 documents). Furthermore, different exclusion criteria were defined in order to avoid bias. Fourteen documents that were not available were not considered (Google Scholar = 9 documents; ScienceDirect = 5 documents). Seventeen documents that were poorly indexed or did not contain an abstract (Google Scholar = 10 documents; ScienceDirect = 7 documents), five documents that were not in English, thirteen documents that were repeated and thirty-seven documents that did not contain most of the variables analysed in this study (Google Scholar = 23 documents; ScienceDirect = 14 documents) were eliminated. As a result, the reviewed articles underwent refinement based on the exclusion criteria in Table 1 , resulting in 68 publications forming the basis of this review analysis. Additional articles included in the study were sourced by reading the studies in the analysis sample and using important references within these studies. Finally, the researchers included studies that were not initially part of the analysis sample but were deemed appropriate for the study. This resulted in an additional 24 documents that were included in the review, bringing the total number of included studies to 92. The results of the selection process are shown in Table 2 . 4.4 Data extraction Three reviewers independently assessed the article titles and corresponding extracts for the selected studies. Full articles were assessed, from which data, including study design, findings, country, and measures of outcome, were extracted and reported using a standardised form (Table 2 ). The steps of the article selection procedure and screening of the reported scientific literature are presented in Fig. 1 . Table 2 Articles from quality evaluation results Cumulative count Articles (A) (in alphabetical order) Type RQ1 RQ2 RQ3 RQ4 Score 1 Abdellatif, McCollum, and McMullan, 2018 Framework 1 1 1 1 4 2 Abrahamet et al., 2023 Study 1 1 1 1 4 3 Alghamdi and Alghamdi, 2022 Study 1 1 1 0 3 4 Almahasees, Mohsen, and Amin, 2021 Study 1 1 0 0 2 5 Anshari et al., 2016 Study 1 1 0 0 2 6 Asabere and Enguah, 2012 Journal 1 1 1 1 4 7 Barata et al., 2013 Study 1 1 1 1 4 8 Brill and Park, 2008 Journal 1 1 1 1 4 9 Bulger, Mayer, and Almeroth, 2006 Study 1 1 1 1 4 10 Chen et al. 2023 Study 1 1 1 1 4 11 Chung and van der Lippe, 2020 Book 1 1 1 0 3 12 Dalgarno and Lee, 2009 Study 1 1 1 1 4 13 Dicheva et al., 2015 Study 1 1 1 1 4 14 De Felice et al., 2023 Study 1 1 1 1 4 15 De Freitas, 2018 Study/​Review 1 1 1 1 4 16 Dwivedi et al., 2022 Study/​Review 1 1 1 1 4 17 Dyulicheva and Glazieva, 2022 Study/​Review 1 1 1 1 4 18 Ferri, Grifoni, and Guzzo, 2020 Study 1 1 1 1 4 19 Getchell et al., 2010 Study/​Review 1 1 1 1 4 20 Hai-Jew, 2020 Book 1 1 1 1 4 21 Hamari, Koivisto, and Sarsa, 2014 Study 1 1 1 1 4 22 Hew and Cheung, 2014 Study 1 1 1 1 4 23 Hodges et al., 2020 Review 1 1 0 0 2 24 Hung, Tan, and Koh, 2006 Book 1 1 1 1 4 25 Hwang and Wu, 2011 Review 1 1 1 1 4 26 Hwang and Wu, 2014 Review 1 1 1 1 4 27 Jagatheesaperumal et al., 2022 Study 1 1 1 1 4 28 Jandrić et al., 2021 Journal 1 1 0 0 2 29 Kaddoura and Husseiny, 2023a Peer Review 1 1 1 1 4 30 Kaddoura and Husseiny, 2023b Study 1 1 1 1 4 31 Kapp, 2012 Study 1 1 1 1 4 32 Karlsson and Shamoun, 2022 Study 1 1 0 0 2 33 Kaur et al., 2023 Study 1 1 1 1 4 34 Kiili, 2005 Study 1 1 1 1 4 35 Koenkytö, 2023 Study 1 1 1 1 4 36 Koivisto and Hamari, 2019 Study 1 1 1 1 4 37 Kumar et al., 2023 Study 1 1 1 1 4 38 Landers and Landers, 2014 Study 1 1 1 1 4 39 Landers, Armstrong, and Collmus, 2017 Book 0 0 1 1 2 40 Lee and Hwang, 2022 Study 1 1 1 1 4 41 Lee, Woo, and Yu, 2022 Study 1 1 1 1 4 42 Liaw and Huang, 2011 Study 1 1 0 0 2 43 Yiong, Sam and Wah, 2008 Study 1 1 0 0 2 44 Lin et al., 2022 Study 1 1 1 1 4 45 Means et al., 2009 Meta-Analysis 1 1 1 1 4 46 Mystakidis, 2022 Encyclopedia 1 1 1 1 4 47 Noemí and Máximo, 2014 Study 1 1 1 1 4 48 Omar, Hassan, and Atan, 2012 Study 1 1 0 0 2 49 Onu, Pradhan, and Mbohwa, 2023 Study 1 1 1 1 4 50 Osman and Rabu, 2020 Study 1 1 1 1 4 51 Panigrahi, Srivastava, and Sharma, 2018 Review 1 1 0 0 2 52 Paris, 2004 Study 1 1 1 0 3 53 Peytcheva-Forsyth, Yovkova, and Aleksieva, 2018 Study 1 1 1 0 3 54 Rhema and Miliszewska, 2014 Study 1 1 1 0 3 55 Sailer, Hense, Mandl, and Klevers. 2017 56 Selim, 2007 Study 1 1 1 0 3 57 Sharples et al., 2013 Report 1 1 1 1 4 58 Shlowiy, 2023 Study 1 1 1 0 3 59 Singh, Malhotra, and Sharma, 2022 Study 1 1 1 1 4 60 Sivarajah et al., 2019 Review 0 1 1 0 2 61 Thorne and Macgregor, 2017 Study 1 1 1 1 4 62 Tudor, 2012 Study 1 1 0 0 2 63 Ullah, Khan, and Khan, 2018 Study 1 1 1 0 3 64 Yusuf, 2020 Case Study 1 1 1 0 3 65 Wang and Kang, 2006 Framework 1 1 1 0 3 66 Warburton, 2009 Study 1 1 1 1 4 67 Zhang et al., 2022 Review 1 1 1 1 4 68 Zhou and Brown, 2017 Study 1 1 1 0 3 Articles not found in the initial search but included in study 69 Bell, 2008 Essay 0 0 0 0 0 70 Crouch and Mazur, 2001 Book 1 1 0 0 2 71 Davis, 1985 Framework 1 1 0 0 2 72 Epic Games, 2021 Website 0 0 0 1 1 73 Facebook, 2021 Website 0 0 0 1 1 74 Greeno, 1994 Book 1 0 0 1 2 75 Hamari and Sjöblom, 2017 Study 0 0 0 0 0 76 Johnson et al., 2016 Report 1 1 1 0 3 77 Jones, Valdez, Nowakowski, and Rasmussen, 1994 Research Report 1 1 1 0 3 78 Kirschner, 2002 Study 1 1 1 0 3 79 Liaw and Huang, 2003 Study 1 1 0 0 2 80 Malone, 1981 Book 1 1 1 0 3 81 Microsoft, 2021 Website 0 0 0 1 1 82 Mitra, 1998 Journal 1 1 1 0 3 83 Moher et al., 2009 Model 0 0 0 0 0 84 Nagauleng, Waris, and Tahir, 2018 Journal 0 1 1 0 2 85 Oláh et al., 2020 . Study 0 0 0 0 0 86 Page et al., 2021 Model 0 0 0 0 0 87 Prensky, 2001a Study 1 1 1 1 4 88 Prensky, 2001b Study 1 1 1 1 4 89 Scherer, Siddiq, and Tondeur, 2019 Meta-Analysis 1 0 0 0 1 90 Seemiller, 2017 Study 1 1 1 0 3 91 Stephenson, 1992 Book 0 0 0 1 0 92 Stynze Gómez, 2019 Study 0 1 1 0 2 5 RESULTS This section presents the research findings obtained from the literature search of journal articles related to the use of the metaverse for online learning and gamified education. Various recognised databases were utilised to conduct the search, and the most relevant articles were selected for the purpose of this review. After conducting the review, we found a total of 92 articles that were deemed appropriate for the final data set. The findings from the search were aligned with the research questions. 5.1 How do learners perceive online-based learning models? Understanding attitudes is important as it reveals how learners perceive technology. Furthermore, numerous studies have emphasised the significance of considering attitudes while examining technology acceptance to ensure the successful implementation of new technological changes and strategies (Paris, 2004 ). The researchers aimed to provide a detailed analysis of learners’ attitudes towards online learning for learners in higher education. This analysis closely examined the methods of education used, pedagogical model design, effective strategies, and potential advantages and disadvantages of this form of learning. It was found that there is a broad range of opinions when examining the attitudes towards online learning. Therefore, it was deemed important to investigate this factor (Paris, 2004 ; Ullah et al., 2018 ). 5.1.1 Framework When considering attitudes, the Technology Acceptance Model (TAM) is a useful framework to be applied, especially when seeking to implement new technological strategies (Zhang et al., 2022 ; Chen et al., 2023 ). The model examines two factors that determine the acceptance of a new technology, namely perceived usefulness and perceived ease of use. Perceived ease of use has a causal effect on perceived usefulness; it refers to the ability of the technology to reduce the level of effort required to use the technology (Karlsson & Shamoun, 2022 ). The more effortless a technology is, the more useful it is. Perceived usefulness examines this enhanced effectiveness of a particular technology (Davis, 1985 ; Scherer et al., 2019 ). This model proposes that perceived ease of use and perceived usefulness are the two most critical factors to examine when determining attitudes towards a new technology (Davis, 1985 ; Karlsson & Shamoun, 2022 ). As such, TAM was used while reviewing the literature. The results of the studies were contrasted against the two factors, perceived ease of use and perceived usefulness, to provide additional clarity on the perceived effectiveness of this technological strategy (online learning) (Chen et al., 2023 ). In doing so, attitudes towards online learning could be defined more clearly (Chen et al., 2023 ). 5.1.2 Attitudes Learners’ attitudes and perspectives towards online learning play a key role in determining learning outcomes (Peytcheva-Forsyth et al., 2018 ). Further studies have shown that learners’ positive attitudes towards learning, whether it is remote, online, or in a classroom setting, are crucial for making a positive working and learning environment that creates a sense of readiness, inclusion, and engagement among learners (Lim Chiu Yiong et al., 2008 ; Selim, 2007 ). Positive attitudes towards online learning are critical to learners’ readiness and their inclusion in remote forms of learning (Selim, 2007 ). There are several factors to consider when considering attitudes towards online learning. Two major influences are demographic factors (such as race, age, and gender) and computer literacy and skills (Rhema & Miliszewska, 2014 ). Learners’ skills and experience with working with specific technologies accurately predict their attitude towards online learning (Peytcheva-Forsyth et al., 2018 ; Liaw & Huang, 2011 ). Studies have shown that those with more computer skills had a more positive attitude towards online learning than those with lower computer skills who held a negative attitude (Paris, 2004 ; Ullah et al., 2018 ). Learners with lower computer skills often find the integration of new technologies as well as new forms of computer-assisted learning intimidating and difficult to grasp due to the large skills gap to use these new technologies (Ullah et al., 2018 ). A study conducted by Paris ( 2004 ) examined the attitudes of secondary school learners towards online learning. The study found that learners preferred online web-assisted learning activities over paper-based methods, such as current educational strategies. The use of multimedia elements like animations, movies, and three-dimensional graphics has enhanced the overall experience of online learning. However, it is important to note that not every aspect of this strategy was favoured by everyone involved in the study (Paris, 2004 ). Some learners, particularly males, preferred features such as customisation and synchronous sound, while others, particularly females, focused on aspects such as graphics design and quality (Paris, 2004 ). However, the study supported previous findings that there was no significant difference in attitude towards online learning between males and females. Both genders prefer online learning over paper-assisted learning (Peytcheva-Forsyth et al., 2018 ). It was found that most learners use information and communications technology extensively in their everyday lives and would like it used for educational purposes (Peytcheva-Forsyth et al., 2018 ). This finding is supported by other studies (Paris, 2004 ; Lim Chiu Yiong et al., 2008 ; Rhema & Miliszewska, 2014 ). No difference was demonstrated between genders when examining their computer-related experience and its effect on adapting to new forms of technologically assisted learning (Liaw & Huang, 2011 ). The study confirmed the results of previous research (Liaw & Huang, 2003 ; Mitra, 1998 ), demonstrating that online learning has a positive effect on perceived self-efficacy, perceived enjoyment, and perceived usefulness of online learning. However, this effect is influenced by computer experience, which the current study identified as a predictor of e-learning attitude. These results are in line with the TAM as outlined by Davis ( 1985 ). If a technology is perceived as useful, it is more likely to be accepted and adapted with positive attitudes. Engagement is an essential condition for meaningful learning, and intentionally designed engagement in learning has been proven to result in improved motivation, attention, and proactive task behaviour (Brill & Park, 2008 ; Bulger et al., 2006 ). The type of online learning described above has been shown to encourage learner responsibility and ownership of their learning. This approach promotes engagement among learners by motivating learners to establish learning objectives, facilitating collaborative building and expression of knowledge, encouraging diverse roles and responsibilities, and fostering self-assessment and self-monitoring (Brill & Park, 2008 ; Bulger et al., 2006 ; Jones et al., 1994 ; Hung et al., 2006 ; Wang & Kang, 2006 ). What are the outcomes of online learning practices compared to traditional teaching methods that have been studied? 5.2.1 Innovative teaching methods Early research determined that in a flipped classroom learners were expected to study information outside the classroom, and focus on higher-order thinking during class periods (Crouch & Mazur, 2001 ). As a result of this didactic reversal, recently established online learning practices have been shown to foster self-guided, autonomous learning (Sivarajah et al., 2019 ). The creation of online learning outcomes is beneficial because it involves imitating and integrating traditional learning models remotely, which helps to overcome temporal and spatial challenges (Panigrahi et al., 2018 ). Combining traditional teaching methods (such as didactic teaching) with online learning practices significantly improves the measurability and implementation of psycho-pedagogical approaches to nurturing a whole learner (Tudor, 2012 ). A psycho-pedagogical approach seeks to develop learners who are true to their identity and express their own authentic, intrinsic drives, motivations, and actions within their educational environment (Hai-Jew, 2020 ). The concept of independence for a learner goes far beyond just being able to complete tasks without the help of others. While online learning caters to a geographically dispersed classroom, a learner may feel lost without their teacher’s fundamental guidance. As a result, for better participation, online teachers must establish meaningful relationships with their learners (Omar et al., 2012 ). Additionally, in order to execute a psycho-pedagogical approach in education, teachers need to understand their learners’ individualities. This involves considering multiple factors such as age, motivation, and environment (Nagauleng et al., 2018 ). 5.2.2 Twenty-first century skills In the 21st century, learners exhibit strong characteristics of self-independence, motivation, and learning. Most learners are accustomed to learning independently (Seemiller, 2017 ). The Covid-19 pandemic has accelerated the adoption of information and communication technology, and millennials expect remote work to be a part of the future work landscape (Chung & van der Lippe, 2020 ). This has led to the integration of online learning and a shift from didactic teaching methods to a flipped classroom model (Chung & van der Lippe, 2020 ). Learners no longer have to feel like they are ‘stuck in paper’ with the introduction of sustainable, digitised textbooks (Lee & Hwang, 2022 ). Smartphones and digital devices have become more accessible in the 21st century, and as a result, there has been a decrease in cognitive load and an increase in retention levels due to immersive, multimodal sensory learning (Kumar et al., 2023). This type of learning enables learners to develop fractional reading, allowing them to extract the necessary information required to solve particular questions (Gómez, 2019 ). However, the implementation of online learning in South Korea during the pandemic had negative consequences. It was evidenced by the lack of meaningful face-to-face interaction between learners and teachers, as well as low participation through screens (Lee et al., 2022 ). Meta-modal learning, a newly proposed definition of ‘multisensory learning within the metaverse’ (Lee & Hwang, 2022 ), serves to bridge this gap between learner and teacher interactions through digital media. It is equally important as independent learning within digital content (Seemiller, 2017 ). What are the challenges and limitations of implementing online education and gamification strategies in metaverse-based education, and how can these obstacles be addressed? 5.3.1 Innovating the system Teachers must adapt to 21st-century skills, which emphasises the need for capabilities to utilise emerging technologically enhanced learning (Lee & Hwang, 2022 ). Research found that four main factors must be addressed when implementing modern online teaching strategies. These include ensuring internet access for both lecturers and students, holding training workshops for educators, keeping student populations small for optimal attention, and providing comprehensive e-learning platforms (Yusuf, 2020 ). It is important to offer systematic training initiatives to teachers so that they can keep up with the technological advancements that have become commonplace. These advancements include the introduction of virtual reality, augmented reality, artificial intelligence, and gamified or metaverse-based education (Ferri et al., 2020 ). Students who are geographically dispersed may miss out on face-to-face interactions, which could limit their opportunities to experience the student life. However, this type of teaching can be appealing to students who wish to study while employed or have other outside commitments (Anshari et al., 2016 ). 5.3.2 Security and safety concerns A significant concern is ensuring security when implementing online education and gamification strategies in metaverse-based education (Onu et al., 2023 ). This includes ensuring the safety of learner privacy, preventing cyberbullying and cyberthreats, and promoting responsible online behaviour Lee & Hwang ( 2022 ) and Onu et al. ( 2023 ) emphasise the importance of skilled administration in regulating and maintaining such technologies. The implementation of blockchain encryption technology is suggested as a way to address concerns about learner privacy and cyberthreats (Kaddoura & Al Husseiny, 2023b ). Both online and metaverse-based learning present the challenge of copyright infringement (Jagatheesaperumal et al., 2022 ). It is considered neglect when social needs are not met while implementing a new decentralised metaverse-based education framework (Kaddoura & Al Husseiny, 2023a ). Integrating virtual reality and augmented reality into online education is beneficial because it heightens the senses and simulates our basic social human expression and needs. This enhances interaction and engagement with learning materials. Further challenges faced with online learning include the lack of internet connectivity (particularly in developing countries), personal time management, lack of interaction, insufficient tools for learner assessment, difficulty identifying learners over online platforms, and concerns of data privacy (Paris, 2004 ; Almahasees et al., 2021 ; Dwivedi et al., 2022 ). The challenges posed by current technology will be addressed through the development of new technologies such as immersive technologies and the metaverse. This will involve creating technologies and strategies that are more capable, realistic, interactive, and efficient (Almahasees et al., 2021 ). 5.4 How does gamified education using the metaverse affect the development of 21st-century skills? The development of new technologies enables new forms of education that are more effective, engaging, and enjoyable (Zhang et al., 2022 ). Among these developments is metaverse-based online learning, which presents possibilities for new applications in education and online learning (Getchell et al., 2010 ; Zhang et al., 2022 ). Given that the metaverse is rooted in gaming, one can look to strategies used in game design that can be utilised for online learning (Abraham et al., 2023 ). The application of game design strategies for metaverse-based online learning is known as metaverse-based gamified education. In this section of the paper, findings are presented to determine the effect that metaverse-based gamified education has on learner engagement, enjoyment, immersion, and attentiveness while learning. Learning strategies that integrate three-dimensional gaming methods and technologies with institutional learning management systems were examined. A study provided learners with an application that allowed them to access interactive learning materials at any time (Getchell et al., 2010 ). The free access to learning materials empowered learners to engage in exploratory learning practices within the resources provided (Getchell et al., 2010 ; Abdellatif et al., 2018 ). Game-based learning environments offer self-paced and personalized learning experiences that allow learners to access the content they want to learn. By affording greater control and fostering engagement, self-motivation, and better comprehension of the material, these experiences can enhance the learning process (Getchell et al., 2010 ; Malone, 1981). Aspects such as progression, completion of goals and challenges, and player achievement are the primary approaches employed by games to drive and maintain player engagement. These aspects are considered an effective means of challenging and stimulating players (Getchell et al., 2010 ; Malone, 1981). The addition of metaverses allows for the creation of game-based learning environments that are more effective, flexible, and immersive due to the collaborative and engaging nature of the technology. The factors of engagement, immersion, and flexibility significantly enhance learning outcomes and foster the development of problem-solving abilities, learner collaboration, and personal responsibility (Getchell et al., 2010 ; Warburton, 2009 ). An evaluation framework designed by Abdellatif et al. ( 2018 ) provides guidelines and improvements that can be made when attempting to achieve the full benefits of using ‘serious games’ for educational purposes, i.e., gamification in education. The framework outlines 18 quality evaluation characteristics of gamification in education. These characteristics include, but are not limited to, user satisfaction, usability, usefulness (which are aligned with the TAM framework (Davis, 1985 )), understandability, engagement, motivation, playability, pedagogical aspects, learning outcomes, user experience, efficacy, social impact, cognitive behaviour enjoyment, user interface, performance, and acceptance. These factors have a direct impact on the outcomes of gamified pedagogical models and educational strategies (Abdellatif et al., 2018 ). The possible benefits of three-dimensional virtual learning environments and the learning potential that arises from tasks afforded by such environments were examined (Dalgarno & Lee, 2009). Several authors have used the term ‘affordance’ in the context of education to describe the characteristics of educational interventions and strategies, particularly in our case, three-dimensional virtual learning environments (Dalgarno & Lee, 2009; Kirschner, 2002 ; Greeno, 1994 ). They examined how these features interact with learners’ characteristics to create opportunities for learning. The results of the study indicated that the benefits of well-designed learning environments could be assumed, with these being that the increased levels of fidelity of the virtual environment contribute to a greater sense of presence, the aspects of interactivity provide greater spatial learning, and the ability to represent oneself digitally results in richer online identity construction and co-presence among users (Dalgarno & Lee, 2009). However, if the distinctive affordances of three-dimensional virtual learning environments are not utilised effectively in the learning design, there will be minimal distinctive learning advantages (Dalgarno & Lee, 2009). This is due to the nature of gamified education in that it must satisfy certain conditions, such as focusing on problem-solving and creating a sense of innovation to effectively foster engagement and benefit learning outcomes (Dyulicheva & Glazieva, 2022 ; Peña-Miguel & Hoyuelos Máximo, 2014). A study was conducted to determine how game-based learning might increase learner engagement and learning with the assistance of metaverses (Kaur et al., 2023 ). It found that game-based learning is shown to increase enjoyability in the learning process, helping to develop important skills and keeping learners engaged while learning for longer (Kaur et al., 2023 ; Singh et al., 2022 ). An important aspect of game-based education is its ability to focus on obtaining specific knowledge and skills from learners. Game-based learning with immersive technologies has been used effectively for teaching and learning various topics. It is easily adaptable for different forms of learning, because engaging games are designed to satisfy certain requirements in order to be effective (Getchell et al., 2010 ; Kapp, 2012 ; de Freitas, 2018; Dyulicheva & Glazieva, 2022 ; Peña-Miguel & Hoyuelos Máximo, 2014; Abraham et al., 2023 ). Strategies that consider the learner’s needs, preferences, and goals, while enhancing cognitive skills, have been demonstrated to encourage learners to become more engaged with content, improve communication and digital literacy skills, manage their skills, and take initiative in diverse situations (Dyulicheva & Glazieva, 2022 ; Peña-Miguel & Hoyuelos Máximo, 2014). Realistic graphics, varying levels of difficulty, and progress feedback were beneficial features of this type of learning and, as a whole, the inclusion of artificial intelligence has been beneficial to all these processes (Abdellatif et al., 2018 ; Dyulicheva & Glazieva, 2022 ). Numerous studies have demonstrated the merits of gamified education in improving learner engagement, motivation, and knowledge acquisition (Koivisto & Hamari, 2019 ; Kaur et al., 2023 ; Koenkytö, 2023 ; Sailer et al., 2017 ). For instance, a study by Landers and Landers ( 2014 ) found that gamified learning environments resulted in higher levels of engagement and intrinsic motivation among learners. Another research study highlighted the positive impact of gamified education on knowledge retention and transfer (Hwang & Wu, 2014 ). Furthermore, gamified education has been shown to foster collaborative learning and problem-solving skills. Gamified learning environments promote teamwork and cooperation among learners, leading to improved collaboration and problem-solving abilities (Barata et al., 2013 ). Similarly, a study demonstrated that gamified learning activities enhanced critical thinking and decision-making skills (Kiili, 2005 ). In addition to its impact on learner engagement and skill development, gamified education has also been found to influence academic performance positively. A meta-analysis revealed that gamified learning interventions had a significant positive effect on academic achievement across various subject areas (Lin et al., 2022 ). Developments in the metaverse coupled with strategies used in game design have been shown by multiple studies, as shown above, to improve the outcomes of learning. In addition, extensive research indicates that integrating education with metaverses has been recognised as a feasible means of reducing inequality in education by providing more equitable access and equal opportunities (Zhou & Brown, 2017 ). 6 DISCUSSION The aim of this study was to systematically review literature on online learning and education gamification, analysing their attributes to provide details about their effects, benefits, challenges, and potential for future applications of this pedagogical strategy in the metaverse, to assist in addressing research questions. RQ1 investigated the attitudes of learners towards online-based learning models. Articles were reviewed, and the majority of studies found that learners had positive attitudes towards this new form of education. Numerous studies have shown that learners frequently favour online learning models over traditional teaching methods. Positive attitudes are commonly reported, with increased engagement and flexibility cited as the primary benefits. This preference was especially evident among learners with greater computer literacy. Several studies have shown that learners typically find online strategies to be more engaging, entertaining, and flexible. These factors correlated with improved learning outcomes and contributed to increased feelings of inclusion, engagement, enjoyment, and motivation. Many studies have shown that factors such as computer literacy and access to resources have a causal effect on attitudes. As technology advances, it becomes easier to use, but past studies have highlighted the need for technological advancement due to difficulties with certain learning resources, poor internet, and technological infrastructure (Barata et al., 2013 ; Bulger et al., 2006 ; Crouch & Mazur, 2001 ; Abraham et al., 2023 ). As this technology becomes easier to use, it can be said, according to the TAM (Davis, 1985 ), that it will become more useful. Not all aspects of this type of learning contribute to positive attitudes, with some factors such as customisation being of little consequence for certain demographics. In summary, it was found that attitudes towards online-based learning can be positive, provided sufficient resources for this type of learning are present. In RQ2 , the outcomes of online learning models were compared to those of traditional education models. The results of most studies showed that online models promote self-guided and autonomous learning. Online learning has been shown to promote self-independence, motivation, and learning, providing learners with relief from the cognitive and work overload typically experienced with traditional methods. However, not all studies have shown positive results. Some studies indicated that there was a lack of meaningful face-to-face learning experiences and low levels of active participation when using screens. Furthermore, to successfully utilise this new form of education, educators must develop relationships with learners to avoid adverse outcomes and feelings of isolation and disengagement (Omar et al., 2012 ). However, technological advances in this field (such as the metaverse) aim to solve these issues through improved digital interaction strategies. In summary, this form of online learning offers flexible options for learners to self-teach and self-motivate, enhancing learning outcomes as long as educators effectively utilise this form of remote education and new technologies. RQ3 explored the challenges and limitations faced when integrating online learning and gamification strategies in metaverse-based education. Several studies have found that the challenges associated with this technology are similar to those of other emerging technologies. Factors such as internet connectivity and a lack of technological infrastructure are the most significant concerns. The online nature of this type of learning has raised concerns that learners may miss out on meaningful face-to-face experiences and may experience a loss of identity and representation. Issues of privacy and data security are also prevalent in almost all studies. To address these concerns, many studies suggest hosting training workshops, maintaining small class sizes, and utilising comprehensive e-learning platforms that are adequately monitored. Furthermore, many studies have raised concerns regarding learner assessments and the lack of platforms available for this purpose. It is generally accepted that these issues will be solved with advancements in technology and through the development of new technological strategies. RQ4 examined the effects of metaverse-based gamified education on the development of 21st-century skills. After reviewing the studies, it was found that incorporating game design strategies into education can lead to increased learner engagement, enjoyment, knowledge retention, interaction, collaboration, and motivation. Multiple studies have demonstrated that these factors predominantly improve problem-solving skills, digital literacy, peer-to-peer collaboration and communication, as well as knowledge acquisition. Furthermore, some studies indicated that increased levels of fidelity in the virtual environment contribute to a greater sense of presence. Other studies have shown that interactivity can enhance spatial learning, while representing oneself digitally can result in a more robust online identity construction and sense of co-presence. In summary, the use of game design strategies in education has been demonstrated by various studies to enhance the development of 21st-century skills. 6.1 Implications The systematic literature review has highlighted the crucial aspects of online learning and compared it to traditional teaching methods. This discussion explores the implications of the findings, specifically with regard to preparing for a potential transition into education in the metaverse. Furthermore, aspects of gamification within education and metaverse-based gamified education were discussed, identifying key aspects of the technology, its limitations, and the implications seen as a result. 6.1.1 Enhanced autonomy, engagement, and self-directed personalised learning The flipped classroom model, as discussed by Crouch and Mazur ( 2001 ), exemplifies a shift towards greater learner autonomy, where learners prepare by studying material independently outside the classroom. This model promotes deeper cognitive engagement during class, as it helps learners to be better prepared to participate in high-level discussions and problem-solving activities. Similarly, online learning promotes self-guided learning, potentially leading to improved self-management skills (Sivarajah et al., 2019 ). This shift is crucial as it aligns with the needs of the 21st-century workforce, which values independence and proactive problem-solving (Seemiller, 2017 ). The integration of the metaverse and gamified education has the potential to significantly enhance learner engagement and motivation. The immersive nature of the metaverse creates a dynamic and interactive learning environment that captivates learners’ attention and fosters active participation. Gamification elements, such as rewards, challenges, and interactive storytelling, can increase learners’ intrinsic motivation by making their learning experiences more enjoyable and relevant. This combination not only sustains learners’ interest in educational content but also encourages them to take ownership of their learning journey, ultimately leading to improved academic outcomes and a deeper, more meaningful engagement with the material. 6.1.2 Bridging geographical and temporal gaps The findings of Panigrahi et al. ( 2018 ) underline the utility of online learning in overcoming geographic and temporal barriers. This aspect is particularly pertinent as the workforce becomes increasingly globalised and remote working becomes the norm. The ability of online learning to deliver education asynchronously across different time zones and locations is a significant advantage that traditional classrooms cannot offer. 6.1.3 Necessity for personalised psycho-pedagogical approaches The research highlights the importance of a psycho-pedagogical approach (Tudor, 2012 ; Hai-Jew, 2020 ) in online settings, which involves understanding and addressing the individual needs of learners. The diversity of learner backgrounds, which includes factors such as age, motivation, and environment, calls for a more individualised teaching approach (Nagauleng et al., 2018 ). This finding suggests that as educational institutions plan for the metaverse, the design of learning environments and teacher training should prioritise, customisation and adaptability to meet diverse learner needs effectively. 6.1.4 Integration of digital tools and resources The transition to digital tools and resources, as evidenced by the adoption of digitised textbooks and multimedia learning platforms, supports a reduction in cognitive overload and enhances learning retention (Kumar et al., 2023). This evolution is critical in preparing learners for a digital economy where technology literacy is essential. Furthermore, the concept of meta-modal learning introduced by Lee and Hwang ( 2022 ) proposes a future where multisensory digital learning environments could mimic or even enhance the interactions found in traditional classrooms. 6.1.5 Challenges in online learning Despite the advantages, the literature also points to significant challenges in online learning. The lack of meaningful social interactions and active participation in South Korea’s online learning environments during the pandemic were noted (Lee et al., 2022 ). This issue underscores the need for interactive and engaging online platforms that can foster a sense of community and active learning, which are crucial for learner satisfaction and educational efficacy. 6.1.6 Outcomes of gamified education Several studies have indicated that the use of gamification in education is a valuable strategy for conducting effective education. Correct use can greatly improve learning outcomes, provided that certain affordance, effective administration, and intelligent design are employed (Chen et al., 2023 ; Getchell et al., 2010 ; Dwivedi et al., 2022 ; Abraham et al., 2023 ). Multiple studies have demonstrated that the implementation of these strategies can enhance engagement with learning materials and promote the development of positive 21st-century skills, including problem-solving abilities, cognitive skill development, digital literacy, self-motivation, and communication (Getchell et al., 2010 ; Abdellatif et al., 2018 ). Strategies that consider the needs, preferences, and goals of the learner, as well as those that enhance cognitive abilities, are particularly effective in motivating learners to engage more deeply with the content. These strategies have been shown to improve communication skills, digital literacy, skill management, and the ability to take initiative in different situations (Dyulicheva & Glazieva, 2022 ; Peña-Miguel & Hoyuelos Máximo, 2014). 7 CONCLUSION This study provided a systematic literature review of the potential for using gamification in education within the metaverse. It discussed various aspects of online learning and explored the effectiveness of using gamification to enhance educational experiences. As part of this review, we analysed a total of 92 articles and used the PRISMA guidelines to formulate our inclusion criteria. Additionally, we developed a systematic review protocol to gather articles from both Google Scholar and ScienceDirect. The selection methods for articles used in the review process are described in the methodology section of this review. The findings provided insight into the current state of knowledge regarding the utilisation of the metaverse in education and current digital education strategies. Specifically, the report focused on aspects of gamification. The studied learning outcomes, attitudes, benefits, and challenges of this form of education, were identified and outlined. The research conclusions were discussed and considered in terms of their implications. 7.1 Unique contribution of the research This research provides a unique contribution to the field of educational technology by conducting a systematic review and synthesis of existing literature on the integration of the metaverse and gamified education. Unlike previous studies, which have often focused only on isolated aspects of online learning or gamification, this paper provides a comprehensive analysis of how these two emerging trends can be combined to enhance educational outcomes. The study provides significant insights for educators, policymakers, and technology developers who are looking to innovate within the educational sector by emphasising the distinct benefits and challenges associated with this integration. The findings of this research broaden our knowledge on the use of the metaverse in education, exploring learners’ attitudes towards online learning and the outcomes and limitations of using this form of education strategy. Online learning, when equipped with the necessary technological infrastructure, has been demonstrated to provide numerous advantages in education. As such, positive prospects for its future in education have been observed. However, the research shows that organised and effective administration, as well as significant safety protocols, are required to ensure that data safety and privacy are maintained. Furthermore, when it comes to peer-to-peer interaction, it is important for online teachers to build meaningful relationships with their learners in order to prevent feelings of loneliness and isolation (Omar et al., 2012 ). Multiple studies have shown that the implementation of these technological strategies within educational institutions is effective in benefiting learners and has a direct impact on improving learning outcomes. Furthermore, a notable aspect of metaverses is their use of game development strategies. This aspect of gamification is a strategy that is widely used in, and it will be at the forefront of metaverse-assisted education. The findings of this research detail the outcomes and limitations of such metaverse-based gamified education and its effect on the development of 21st-century skills. Multiple studies have identified positive skill development as a notable factor of this form of education, with improved learning outcomes and cognitive benefits observed consistently across all studies. Research towards the metaverse’s application within educational contexts remains in its nascent stages; this research makes a pivotal contribution to the gap in the literature on metaverse-based gamified education. This research fills a gap in the existing literature and emphasises the benefits of emerging technologies for effective education. Such technologies can break down barriers, create new opportunities, and solve problems that would otherwise be difficult to overcome in real life. By providing empirical evidence and theoretical insights, this review not only enriches the current discourse but also established the groundwork for future investigations. Thus, it addresses a critical need for comprehensive academic inquiry in this emerging field, positioning itself as a foundational reference for subsequent research endeavours 7.2 Limitations and future research direction Although this research identified the outcomes and benefits of metaverse-based gamified and online learning strategies, it acknowledges its current limitations and challenges. This form of learning presents various obstacles that developers, leaders, and educators must consider. Data safety and privacy are top priorities as we enter the digital age. Effective administration is regarded as necessary to ensure successful learning outcomes. New strategies for learning and assessment need to be considered, and issues of social development and peer-to-peer interaction must be addressed. This research indicates a close link between the metaverse and education, although both are still in their infancy. With time, strategies will develop that will maximise the learning potential of metaverse-based learning. As such, to effectively capitalise on these opportunities, more in-depth research is required. However, the future of education is bright and, through the advantages provided by the metaverse and emerging technologies, we will be able to solve many of the issues currently faced with traditional teaching methods. This study highlighted various notable research contributions; however, the collected articles were only gathered from two databases. In future research, more databases should be used for the review. Although metaverse-based research is growing, more time is needed before we fully understand the capabilities and outcomes of this technology. As the body of research on the use of metaverse in education expands, we may overcome the current limitations of traditional learning. 7.3 Further considerations As research on the metaverse’s role in education continues, there will be new insights and strategies for improving education. Keeping this in mind, researchers must consider the aspects of inclusion and diversity in order to tackle the current challenges faced in education. The metaverse will allow us to break geographical boundaries, bridge gaps of inequality in education, and provide equal and efficient access and opportunities to education. Researchers must bear in mind the ethical challenges associated with this technology and emphasise the importance of designing it in a way that is safe, inclusive, and intelligent. As a fundamental practice, data safety and privacy features must be employed, and safety protocols must be in place should these features fail. By using ethical, inclusive, and intelligent design in educational strategies that integrate the metaverse and other emerging technologies, we can address the issues that traditional teaching models face. This can improve both the quality of education and our access to it. Declarations Declaration of conflicting interests The authors declare no potential conflicts of interest with respect to the research, authorship, and/or publication of this article. Ethical statement This research did not require ethical approval since it did not involve direct participation of either human or animal subjects. Clinical trial number: not applicable. Funding statement This research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors. Consent statement This study did not involve human participants, personal data, or clinical samples, and therefore, consent to participate was not required. Author Contribution A.D.G. led the conceptualization, methodology, systematic review process (including search, title and abstract screening, report screening, data extraction, and quality assessment), validation, formal analysis, investigation, resources, data curation, drafting, writing, reviewing and editing, supervision, and project administration. M.J.C. contributed to conceptualization; systematic review process (report screening, data extraction, quality assessment); results and implications discussion; formal analysis; investigation; resources; data curation; drafting; writing; reviewing; and editing. Y.Y. contributed to conceptualization; systematic review process (report screening, data extraction, quality assessment); formal analysis; investigation; resources; data curation; drafting; writing; reviewing; and editing. A.D. supported the technical aspects of the work and provided the scoping. 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16:38:31","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1796132,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-7205900/v1/2301bb3e-3d2f-4010-9b7f-1f06f4771fb8.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Applying Lessons from Digital and Gamified Learning to the Educational Metaverse A Systematic Review","fulltext":[{"header":"1 INTRODUCTION","content":"\u003cp\u003eThe potential applications of online learning are vast. Online learning has the potential to alter patterns and general strategies within the entire academic process (Asabere \u0026amp; Enguah, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2012\u003c/span\u003e). A focal point of online learning research is its potential to be integrated with multiple technologies. Much attention is being paid to the metaverse as a potential platform for integrating and expanding technology (Chen et al., \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; De Felice et al., \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Getchell et al., \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2010\u003c/span\u003e; Zhang et al., \u003cspan citationid=\"CR88\" class=\"CitationRef\"\u003e2022\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eThe emergence of the metaverse has introduced a new realm of possibilities for education. Its immersive and interactive nature provides a potentially promising avenue for innovative learning approaches (Kapp, \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e2012\u003c/span\u003e). Gamified education is an approach that has garnered significant attention, wherein elements of games are integrated into educational experiences with the aim of enhancing engagement and motivation among learners (Landers \u0026amp; Landers, \u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e2014\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eThis systematic review aims to explore the potential implications of combining online learning with gamified education in the metaverse and shed light on the implications of doing so. This research study also seeks to explore the potential benefits and challenges associated with implementing such systems in the metaverse. Our goal is to gain a comprehensive understanding of the experiences and perceptions of educators, learners, and other stakeholders in this emerging field by conducting in-depth qualitative research. This study aims to identify the various factors that contribute to the successful execution of gamified education in the metaverse. By examining the strategies, tools, and techniques employed by practitioners, we can uncover best practices and recommendations for future implementation. We will conduct a critical evaluation of the potential implications of gamified education in terms of learner engagement, knowledge acquisition, and skill development. Furthermore, we will analyse its impact on traditional educational paradigms.\u003c/p\u003e"},{"header":"2 THEORETICAL CONCEPTS","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e\u003ch2\u003e2.1 Metaverse\u003c/h2\u003e\u003cp\u003eThe term \u0026lsquo;metaverse\u0026rsquo; was originally coined by Stephenson (\u003cspan citationid=\"CR80\" class=\"CitationRef\"\u003e1992\u003c/span\u003e) in his science fiction novel Snow Crash. Stephenson envisioned a virtual-reality universe in which users could interact with one another and explore limitless virtual environments. Today, the concept has extended beyond the realm of fiction and has become a topic of serious consideration in the tech world.\u003c/p\u003e\u003cp\u003eAt its core, the metaverse represents a fully immersive and interconnected three-dimensional virtual-reality space (Zhang et al., \u003cspan citationid=\"CR88\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). It goes beyond traditional virtual-reality experiences by creating a shared, persistent environment that transcends individual platforms and devices. The term \u0026lsquo;shared\u0026rsquo; refers to a metaverse that encompasses an online world or digital space that can be accessed by multiple users simultaneously\u003c/p\u003e\u003cp\u003ein real time (Bell, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2008\u003c/span\u003e). The term \u0026lsquo;persistent\u0026rsquo; refers to the ability of the metaverse to create a three-dimensional virtual world that exists even when individual users are not logged in. This is different from the\u003c/p\u003e\u003cp\u003einternet, which primarily consists of two-dimensional web pages (Bell, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2008\u003c/span\u003e). In the context of the metaverse, \u0026lsquo;environment\u0026rsquo; refers not to individual apps or websites, but to a unified virtual world or digital space that\u003c/p\u003e\u003cp\u003eallows users to transition seamlessly between various applications, services, and experiences, as if moving between rooms or locations within that environment (Bell, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2008\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eIn the metaverse, users can interact with one another, create and manipulate objects, and engage in various activities, blurring the lines between the real and virtual worlds (Zhang et al., \u003cspan citationid=\"CR88\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). In social interaction, the\u003c/p\u003e\u003cp\u003emetaverse offers the promise of bridging geographical boundaries and allowing people from different parts of the world to connect and collaborate in previously unimaginable ways (Kaddoura \u0026amp; Al Husseiny, \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e2023b\u003c/span\u003e). The metaverse has the potential to redefine industries by providing immersive experiences in domains such as education, gaming, virtual concerts, and even virtual tourism (Hamari \u0026amp; Sj\u0026ouml;blom, \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). From an educational perspective, the metaverse could transform traditional learning methods by offering interactive and experiential learning environments. By incorporating gamification strategies, there is an opportunity to enhance learner engagement, performance, retention, and satisfaction. This transformative concept has garnered attention from leading technology companies such as Facebook (now Meta), Microsoft, and Epic Games, who are investing\u003c/p\u003e\u003cp\u003esignificant resources into its development (Epic Games, \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Facebook, \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Microsoft, \u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). These companies recognise the potential of the metaverse to revolutionise social interaction, entertainment, education, and even business.\u003c/p\u003e\u003cp\u003eSome advocates of the metaverse envision it as a comprehensive and captivating interactive virtual realm that may eventually replace the physical world as the primary medium for human interaction, engagement, and economic transactions. This vision involves establishing a cohesive global marketplace where individuals from diverse geographical locations can converge, exchange information, engage in trade, generate novel forms of entertainment, and collaborate on ventures without requiring physical travel or geographical proximity. Therefore, the metaverse has the potential to foster a borderless and interconnected digital ecosystem that transcends physical limitations (Mystakidis, \u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e2022\u003c/span\u003e).\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec4\" class=\"Section2\"\u003e\u003ch2\u003e2.2 Gamified education\u003c/h2\u003e\u003cp\u003eAs a pedagogical strategy, gamification involves the application of game design principles and mechanics to educational activities (Dicheva et al., \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2015\u003c/span\u003e). Integrating game design elements and mechanics into educational\u003c/p\u003e\u003cp\u003eactivities can enhance engagement, motivation, and learning outcomes (Landers et al., \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). Incorporating features such as points, rewards, challenges, leaderboards, and narratives into the learning process can make it a more interactive and immersive experience for learners (Hamari et al., \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2014\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eNumerous studies have shown the benefits of utilising gamification strategies in education to improve learning outcomes. The factors accountable for these benefits include increased engagement, interaction, and enjoyment (Kapp, \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e2012\u003c/span\u003e; Hwang \u0026amp; Wu, \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2014\u003c/span\u003e; Barata et al., \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2013\u003c/span\u003e; Kiili, \u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e2005\u003c/span\u003e; Landers \u0026amp; Landers, \u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e2014\u003c/span\u003e). In schools, gamification is particularly effective for younger learners who are naturally drawn to games (Prensky, \u003cspan citationid=\"CR69\" class=\"CitationRef\"\u003e2001a\u003c/span\u003e). It makes learning more enjoyable and motivates them to actively participate in class activities. Teachers use educational games, quizzes, and interactive platforms to reinforce concepts, assess learner progress, and provide instant feedback (de Freitas, 2018).\u003c/p\u003e\u003cp\u003eGamification is widely used in the business world for employee training and development, as it offers a possibly more engaging and effective alternative to traditional training methods (Koivisto \u0026amp; Hamari, \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). By implementing gamified modules, businesses can create simulations that allow employees to practice real-life scenarios, develop new skills, and improve performance (Koivisto \u0026amp; Hamari, \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). Gamified education in businesses also fosters a sense of competition and achievement, which can boost employee motivation and\u003c/p\u003e\u003cp\u003eproductivity (Koivisto \u0026amp; Hamari, \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2019\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eBesides formal education, gamified education has practical applications in everyday life. Educational mobile apps, language learning platforms, and online courses often incorporate game elements to make learning enjoyable and accessible (Osman \u0026amp; Abdul Rabu, \u003cspan citationid=\"CR63\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Gamification can help individuals set goals, track progress, and receive rewards, making the learning experience both more motivating and gratifying.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec5\" class=\"Section2\"\u003e\u003ch2\u003e2.3 Combining games with the metaverse\u003c/h2\u003e\u003cp\u003eThe invention of the metaverse pushed the limitations of online learning and access to information even further (Thorne \u0026amp; Macgregor, \u003cspan citationid=\"CR81\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). The affordances offered by the metaverse could facilitate gamified education, which could go beyond the limitations of traditional online learning. The concept of active learning was introduced to describe a learning style where learners are more engaged than simply observing, listening, and taking notes (Sivarajah et al., \u003cspan citationid=\"CR78\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). This applies to the concept of a flipped classroom, where the didactic sequence is reversed when online learning is introduced. However, the outcomes of the traditional teaching model are achieved through didactic teaching methods, which involve delivering a lesson/lecture and expecting learners to complete homework assignments at home (Sivarajah et al., \u003cspan citationid=\"CR78\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). By incorporating elements such as points, rewards, challenges, and leaderboards, gamified education aims to foster a sense of competition, achievement, and enjoyment to facilitate effective learning experiences (Kapp, \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e2012\u003c/span\u003e). The combination of these two elements, teaching and education, provides a potentially unique platform for immersive learning experiences.\u003c/p\u003e\u003cp\u003eThe findings of this research will not only contribute to the existing body of knowledge on pedagogical strategies in technology, but will also provide practical insights for educators, policymakers, and technology developers seeking to leverage the metaverse\u0026rsquo;s potential as an educational platform. By understanding the nuances and intricacies of gamified education in the metaverse, we can better design and implement effective and engaging learning experiences that cater to the needs and preferences of modern learners.\u003c/p\u003e\u003c/div\u003e"},{"header":"3 THE NEED FOR THIS STUDY","content":"\u003cp\u003eIn recent years, the field of education has witnessed a growing interest in exploring innovative methods to enhance online teaching practices (Means et al., \u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e2009\u003c/span\u003e). Traditional online learning platforms often struggle to engage and motivate learners, leading to suboptimal learning outcomes (Hew \u0026amp; Cheung, \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2014\u003c/span\u003e). As educators strive to create effective and enjoyable learning experiences, the potential of gamified education in the metaverse has emerged as a promising avenue worth investigating.\u003c/p\u003e\u003cdiv id=\"Sec7\" class=\"Section2\"\u003e\u003ch2\u003e3.1 Digital trends\u003c/h2\u003e\u003cp\u003eIn the digital age, modern learners have developed a preference for interactive and stimulating learning experiences that align with their digital lifestyles (Johnson et al., \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). With the rapid advancement of technology, learners are increasingly seeking educational opportunities that harness the power of digital platforms and tools. These learners, often referred to as digital natives, have grown up in a technology-driven society and are accustomed to engaging with digital media in their daily lives. They expect their educational experiences to be interactive, engaging, and tailored to their individual needs (Prensky, \u003cspan citationid=\"CR70\" class=\"CitationRef\"\u003e2001b\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eResearch highlights the importance of providing learners with innovative pedagogical approaches that leverage technology to create interactive learning environments (Sharples et al., \u003cspan citationid=\"CR76\" class=\"CitationRef\"\u003e2013\u003c/span\u003e). Furthermore, Prensky (\u003cspan citationid=\"CR70\" class=\"CitationRef\"\u003e2001b\u003c/span\u003e) discusses the concept of digital natives and emphasises the need to adapt educational practices to meet their preferences for digital engagement. Therefore, educators and institutions must recognise the evolving needs of modern learners and integrate interactive and stimulating elements into their teaching methodologies to enhance learning outcomes and cater to the digital lifestyles of contemporary learners.\u003c/p\u003e\u003cp\u003eWith the advent of the metaverse, a virtual universe that offers immersive and interactive experiences, there is a unique opportunity and possibility to revolutionise online teaching practices. By leveraging the metaverse\u0026rsquo;s capabilities, gamified education may provide a dynamic and entertaining learning environment that fosters more active participation and knowledge retention, than traditional teaching methods.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec8\" class=\"Section2\"\u003e\u003ch2\u003e3.2 Covid-19\u003c/h2\u003e\u003cp\u003eThe Covid-19 pandemic has significantly disrupted traditional educational practices, accelerating the adoption of technology in education and making it necessary to explore innovative approaches that can bridge the physical and virtual learning divide (Al Shlowiy, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Alghamdi \u0026amp; Alghamdi, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Yusuf, \u003cspan citationid=\"CR87\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Institutions, specifically educational institutions, have been exploring alternative methods of teaching, compelling institutions and educators to rapidly adapt to online learning environments (Al Shlowiy, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Alghamdi \u0026amp; Alghamdi, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Jandrić et al., \u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). This unprecedented shift has highlighted the need and demand for innovative and engaging approaches to ensure effective knowledge transfer and learner engagement (Yusuf, \u003cspan citationid=\"CR87\" class=\"CitationRef\"\u003e2020\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eIn this context, the potential implications of gamified education in the metaverse present a compelling avenue for exploration and research. The limitations of traditional online learning platforms have become apparent during the pandemic. Many learners have reported feelings of disengagement, lack of motivation, and a decline in their overall learning experience (Al Shlowiy, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Hodges et al., \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). As a result, educators and researchers have sought alternative methods to address these challenges and create more immersive and interactive learning environments (Jandrić et al., \u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). The metaverse, with its ability to provide a multisensory, remote, interactive, and collaborative space, has gained particular relevance in the current context of history and offers a unique opportunity to enhance online learning experiences. Understanding how gamification can be implemented effectively in the metaverse for educational purposes will not only address the challenges faced during the pandemic, but also contribute to the long-term development of online learning practices.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec9\" class=\"Section2\"\u003e\u003ch2\u003e3.3 Objective\u003c/h2\u003e\u003cp\u003eDespite growing interest in gamified education, there remains a need to explore its potential within the newly founded metaverse and its implications for modern online teaching practices. Existing research has primarily focused on gamification in traditional and online learning environments, often neglecting the unique affordances and challenges offered by the metaverse. This study aims to investigate the potential of gamified education in the metaverse and its impact on online teaching practices, thereby filling the gap in the literature. This study addresses the need for contemporary teaching practices that prioritise enjoyment and entertainment. Modern learners often seek interactive and stimulating learning experiences that align with their digital\u003c/p\u003e\u003cp\u003elifestyles (Sharples et al., \u003cspan citationid=\"CR76\" class=\"CitationRef\"\u003e2013\u003c/span\u003e). By exploring the potential of gamified education in the metaverse, we can identify strategies and best practices that may promote more enjoyable and effective learning in this new digital age.\u003c/p\u003e\u003cp\u003eThis research aims to offer valuable insights to educators and instructional designers who wish to create engaging and entertaining learning environments by leveraging the distinct features of the metaverse. By conducting a systematic review, this study seeks to analyse and understand the existing literature in terms of experiences, perspectives, and perceptions of educators and learners who have engaged with gamified education methods in an online and/​or remote setting. The goal is to explore how these methods can be applied and enhanced through the metaverse and to understand their implications for modern online learning practices. Additionally, we will examine the challenges and opportunities associated with implementing gamified education within the metaverse, considering factors such as technological infrastructure, learner preferences, and pedagogical considerations. The insights gained from this study will shed light on the effectiveness, challenges, and opportunities associated with this emerging approach. Furthermore, this research will provide evidence-based recommendations for educators and policymakers seeking to leverage the metaverse\u0026rsquo;s potential to enhance online learning experiences.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec10\" class=\"Section2\"\u003e\u003ch2\u003e3.4 Research aims\u003c/h2\u003e\u003cp\u003eConsidering the need for the study and the recent global changes, the following research questions are posed to explore the potential of the metaverse as a tool for gamified education:\u003c/p\u003e\u003cp\u003eRQ1: How do learners perceive online-based learning models?\u003c/p\u003e\u003cp\u003eRQ2: What are the outcomes of online learning practices compared to traditional teaching methods that have been studied?\u003c/p\u003e\u003cp\u003eRQ3: What are the challenges and limitations of implementing online education and gamification strategies in metaverse-based education, and how can these obstacles be addressed?\u003c/p\u003e\u003cp\u003eRQ4: How does gamified education using the metaverse affect the development of 21st-century skills?\u003c/p\u003e\u003c/div\u003e"},{"header":"4 METHODOLOGY","content":"\u003cdiv id=\"Sec12\" class=\"Section2\"\u003e\u003ch2\u003e4.1 Research design\u003c/h2\u003e\u003cp\u003eTo address the research questions, this study employed a systematic review of currently available studies based on the guidelines of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) (Page et al., \u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). The PRISMA model is a standard for evaluating and synthesising the results and findings of previous studies, with an emphasis on rigour and completeness (Page et al., \u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). The aim of using the PRISMA research model was to construct an objective evaluation of scientifically grounded perspectives, building on the efforts of scholars, to answer the research questions of this study.\u003c/p\u003e\u003cp\u003eSearch engines, specifically Google Scholar, ScienceDirect, and Web of Science, were used to identify and narrow down the history of documents surrounding the topics. These databases contain a sizeable portion of the latest and most relevant studies. They were chosen specifically for their relevance in providing publications on technological education (Mystakidis, \u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e2022\u003c/span\u003e), which is a major factor on which this study is based.\u003c/p\u003e\u003cp\u003eThis study was conducted based on the PRISMA model, which involved the following four steps for constructing and implementing the framework; (1) inclusion (keyword search), (2) eligibility, (3) screening, and (4) identification (Ol\u0026aacute;h et al., \u003cspan citationid=\"CR60\" class=\"CitationRef\"\u003e2020\u003c/span\u003e).\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec13\" class=\"Section2\"\u003e\u003ch2\u003e4.2 Search strategy\u003c/h2\u003e\u003cp\u003eThe research for this review began in October 2023 with the objective of identifying all relevant studies conducted before that time. The initial step involved determining the most relevant search terms or search strings to ensure that the latest and most relevant studies were reported. The initial search string that was used was \u003cem\u003e\u0026ldquo;metaverse\u0026rdquo; AND \u0026ldquo;gamified education\u0026rdquo;\u003c/em\u003e, which yielded 26 studies using Google Scholar. These articles were downloaded and the search string was expanded. The new search string included the terms \u003cem\u003e\u0026ldquo;metaverse\u0026rdquo; AND \u0026ldquo;online learning\u0026rdquo; OR \u0026ldquo;gamified education\u0026rdquo;\u003c/em\u003e in order to gather relevant and reliable information from various reputable scholarly databases, including Google Scholar and ScienceDirect. This search string returned articles in English that were published within the last 20 years, focusing on the most recent data related to these concepts. The objective of this search was to provide a comprehensive review of all scientific literature related to the metaverse in education, while taking into account all stages of education and fields of study.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec14\" class=\"Section2\"\u003e\u003ch2\u003e4.3 Eligibility\u003c/h2\u003e\u003cp\u003eThe adoption of the PRISMA model is helpful for establishing criteria for including and excluding obtained results (Moher et al., \u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e2009\u003c/span\u003e). The PRISMA model was created for strictly judging and systematically reviewing findings. As a result, it provides a standard by which the applicability and credibility of the findings can be assessed for the review (Page et al., \u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Literature deemed suitable for this review had to include a title, abstract, introduction, literature review, methodology, results, discussion, and conclusion. The inclusion and exclusion criteria of the reported scientific literature are presented in Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eInclusion and exclusion criteria\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"2\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eInclusion Criteria\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eExclusion Criteria\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eDocuments on the metaverse in the field of education\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eDocuments that were unavailable online\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eDocuments on online learning\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eDocuments that were not in English\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eDocuments on gamified education\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eDuplicated documents\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eStudies published before October 2023\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eDocuments that did not contain most of the variables analyzed in this study\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eAs a result, 5940 documents were reported in Google Scholar and 94 in Science Direct, which collectively resulted in 6034 scientific publications from both databases. Next, the articles were filtered by applying the previously stated criteria, following the guidelines of the PRISMA protocol for systematic reviews (Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e). As inclusion criteria, all documents on the metaverse in the field of education were taken into consideration, with a particular focus on gamified education. By applying our criteria, the number of studies was reduced. The eligibility of each study was determined by carefully reading their titles and abstracts. Suitable articles were examined in more detail to determine their exact context within the study. This generated an analysis sample of 154 documents, (Google Scholar\u0026thinsp;=\u0026thinsp;103 documents; ScienceDirect\u0026thinsp;=\u0026thinsp;51 documents).\u003c/p\u003e\u003cp\u003eFurthermore, different exclusion criteria were defined in order to avoid bias. Fourteen documents that were not available were not considered (Google Scholar\u0026thinsp;=\u0026thinsp;9 documents; ScienceDirect\u0026thinsp;=\u0026thinsp;5 documents). Seventeen documents that were poorly indexed or did not contain an abstract (Google Scholar\u0026thinsp;=\u0026thinsp;10 documents; ScienceDirect\u0026thinsp;=\u0026thinsp;7 documents), five documents that were not in English, thirteen documents that were repeated and thirty-seven documents that did not contain most of the variables analysed in this study (Google Scholar\u0026thinsp;=\u0026thinsp;23 documents; ScienceDirect\u0026thinsp;=\u0026thinsp;14 documents) were eliminated. As a result, the reviewed articles underwent refinement based on the exclusion criteria in Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e, resulting in 68 publications forming the basis of this review analysis.\u003c/p\u003e\u003cp\u003eAdditional articles included in the study were sourced by reading the studies in the analysis sample and using important references within these studies. Finally, the researchers included studies that were not initially part of the analysis sample but were deemed appropriate for the study. This resulted in an additional 24 documents that were included in the review, bringing the total number of included studies to 92. The results of the selection process are shown in Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec15\" class=\"Section2\"\u003e\u003ch2\u003e4.4 Data extraction\u003c/h2\u003e\u003cp\u003eThree reviewers independently assessed the article titles and corresponding extracts for the selected studies. Full articles were assessed, from which data, including study design, findings, country, and measures of outcome, were extracted and reported using a standardised form (Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e). The steps of the article selection procedure and screening of the reported scientific literature are presented in Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e.\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eArticles from quality evaluation results\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"8\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eCumulative count\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eArticles (A) (in alphabetical order)\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eType\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eRQ1\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003eRQ2\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003eRQ3\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c7\"\u003e\u003cp\u003eRQ4\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c8\"\u003e\u003cp\u003eScore\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eAbdellatif, McCollum, and McMullan, \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2018\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eFramework\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eAbrahamet et al., 2023\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eStudy\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eAlghamdi and 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align=\"left\" colname=\"c7\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e7\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eBarata et al., \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2013\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eStudy\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" 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align=\"left\" colname=\"c6\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e13\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eDicheva et al., \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2015\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eStudy\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e14\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eDe Felice et al., \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2023\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eStudy\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e15\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eDe Freitas, 2018\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eStudy/​Review\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e16\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eDwivedi et al., \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2022\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eStudy/​Review\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e17\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eDyulicheva and Glazieva, \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2022\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eStudy/​Review\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e18\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eFerri, Grifoni, and Guzzo, \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2020\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eStudy\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e19\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eGetchell et al., \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2010\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eStudy/​Review\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e20\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eHai-Jew, \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2020\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eBook\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e21\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eHamari, Koivisto, and Sarsa, \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2014\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eStudy\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e22\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eHew and Cheung, \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2014\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eStudy\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e23\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eHodges et al., \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e2020\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eReview\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e24\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eHung, Tan, and Koh, \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2006\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eBook\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e25\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eHwang and Wu, \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2011\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eReview\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e26\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eHwang and Wu, \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2014\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eReview\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e27\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eJagatheesaperumal et al., \u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2022\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eStudy\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e28\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eJandrić et al., \u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2021\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eJournal\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e29\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eKaddoura and Husseiny, 2023a\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003ePeer Review\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e30\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eKaddoura and Husseiny, 2023b\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eStudy\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e31\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eKapp, \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e2012\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eStudy\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e32\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eKarlsson and Shamoun, \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2022\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eStudy\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e33\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eKaur et al., \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2023\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eStudy\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e34\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eKiili, \u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e2005\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eStudy\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e35\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eKoenkyt\u0026ouml;, \u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e2023\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eStudy\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e36\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eKoivisto and Hamari, \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2019\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eStudy\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e37\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eKumar et al., 2023\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eStudy\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e38\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eLanders and Landers, \u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e2014\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eStudy\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e39\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eLanders, Armstrong, and Collmus, \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e2017\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eBook\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e40\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eLee and Hwang, \u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e2022\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eStudy\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e41\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eLee, Woo, and Yu, \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e2022\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eStudy\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e42\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eLiaw and Huang, \u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e2011\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eStudy\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e43\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eYiong, Sam and Wah, 2008\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eStudy\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e44\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eLin et al., \u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e2022\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eStudy\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e45\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eMeans et al., \u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e2009\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eMeta-Analysis\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e46\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eMystakidis, \u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e2022\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eEncyclopedia\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e47\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eNoem\u0026iacute; and M\u0026aacute;ximo, 2014\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eStudy\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e48\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eOmar, Hassan, and Atan, \u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e2012\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eStudy\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e49\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eOnu, Pradhan, and Mbohwa, \u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e2023\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eStudy\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e50\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eOsman and Rabu, 2020\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eStudy\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e51\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePanigrahi, Srivastava, and Sharma, \u003cspan citationid=\"CR65\" class=\"CitationRef\"\u003e2018\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eReview\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e52\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eParis, \u003cspan citationid=\"CR66\" class=\"CitationRef\"\u003e2004\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eStudy\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e53\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePeytcheva-Forsyth, Yovkova, and Aleksieva, \u003cspan citationid=\"CR68\" class=\"CitationRef\"\u003e2018\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eStudy\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e54\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eRhema and Miliszewska, \u003cspan citationid=\"CR71\" class=\"CitationRef\"\u003e2014\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eStudy\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e55\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSailer, Hense, Mandl, and Klevers. 2017\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e56\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSelim, \u003cspan citationid=\"CR75\" class=\"CitationRef\"\u003e2007\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eStudy\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e57\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSharples et al., \u003cspan citationid=\"CR76\" class=\"CitationRef\"\u003e2013\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eReport\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e58\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eShlowiy, 2023\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eStudy\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e59\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSingh, Malhotra, and Sharma, \u003cspan citationid=\"CR77\" class=\"CitationRef\"\u003e2022\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eStudy\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e60\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSivarajah et al., \u003cspan citationid=\"CR78\" class=\"CitationRef\"\u003e2019\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eReview\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e61\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eThorne and Macgregor, \u003cspan citationid=\"CR81\" class=\"CitationRef\"\u003e2017\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eStudy\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e62\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eTudor, \u003cspan citationid=\"CR82\" class=\"CitationRef\"\u003e2012\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eStudy\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e63\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eUllah, Khan, and Khan, \u003cspan citationid=\"CR83\" class=\"CitationRef\"\u003e2018\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eStudy\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e64\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eYusuf, \u003cspan citationid=\"CR87\" class=\"CitationRef\"\u003e2020\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eCase Study\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e65\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eWang and Kang, \u003cspan citationid=\"CR85\" class=\"CitationRef\"\u003e2006\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eFramework\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e66\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eWarburton, \u003cspan citationid=\"CR84\" class=\"CitationRef\"\u003e2009\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eStudy\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e67\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eZhang et al., \u003cspan citationid=\"CR88\" class=\"CitationRef\"\u003e2022\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eReview\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e68\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eZhou and Brown, \u003cspan citationid=\"CR89\" class=\"CitationRef\"\u003e2017\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eStudy\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"8\" nameend=\"c8\" namest=\"c1\"\u003e\u003cp\u003e\u003cb\u003eArticles not found in the initial search but included in study\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e69\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eBell, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2008\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eEssay\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e70\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eCrouch and Mazur, \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2001\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eBook\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e71\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eDavis, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e1985\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eFramework\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e72\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eEpic Games, \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2021\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eWebsite\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e73\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eFacebook, \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2021\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eWebsite\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e74\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eGreeno, \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e1994\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eBook\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e75\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eHamari and Sj\u0026ouml;blom, \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2017\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eStudy\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e76\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eJohnson et al., \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2016\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eReport\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e77\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eJones, Valdez, Nowakowski, and Rasmussen, \u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e1994\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eResearch Report\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e78\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eKirschner, \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e2002\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eStudy\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e79\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eLiaw and Huang, \u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e2003\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eStudy\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e80\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eMalone, 1981\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eBook\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e81\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eMicrosoft, \u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e2021\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eWebsite\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e82\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eMitra, \u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e1998\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eJournal\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e83\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eMoher et al., \u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e2009\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eModel\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e84\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eNagauleng, Waris, and Tahir, 2018\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eJournal\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e85\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eOl\u0026aacute;h et al., \u003cspan citationid=\"CR60\" class=\"CitationRef\"\u003e2020\u003c/span\u003e.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eStudy\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e86\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePage et al., \u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e2021\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eModel\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e87\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePrensky, \u003cspan citationid=\"CR69\" class=\"CitationRef\"\u003e2001a\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eStudy\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e88\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePrensky, \u003cspan citationid=\"CR70\" class=\"CitationRef\"\u003e2001b\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eStudy\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e89\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eScherer, Siddiq, and Tondeur, \u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e2019\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eMeta-Analysis\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e90\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eSeemiller, \u003cspan citationid=\"CR74\" class=\"CitationRef\"\u003e2017\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eStudy\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e91\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eStephenson, \u003cspan citationid=\"CR80\" class=\"CitationRef\"\u003e1992\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eBook\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e92\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eStynze G\u0026oacute;mez, \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2019\u003c/span\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eStudy\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e"},{"header":"5 RESULTS","content":"\u003cp\u003eThis section presents the research findings obtained from the literature search of journal articles related to the use of the metaverse for online learning and gamified education. Various recognised databases were utilised to conduct the search, and the most relevant articles were selected for the purpose of this review. After conducting the review, we found a total of 92 articles that were deemed appropriate for the final data set. The findings from the search were aligned with the research questions.\u003c/p\u003e\u003cdiv id=\"Sec17\" class=\"Section2\"\u003e\u003ch2\u003e5.1 How do learners perceive online-based learning models?\u003c/h2\u003e\u003cp\u003eUnderstanding attitudes is important as it reveals how learners perceive technology. Furthermore, numerous studies have emphasised the significance of considering attitudes while examining technology acceptance to ensure the successful implementation of new technological changes and strategies (Paris, \u003cspan citationid=\"CR66\" class=\"CitationRef\"\u003e2004\u003c/span\u003e). The researchers aimed to provide a detailed analysis of learners\u0026rsquo; attitudes towards online learning for learners in higher education. This analysis closely examined the methods of education used, pedagogical model design, effective strategies, and potential advantages and disadvantages of this form of learning. It was found that there is a broad range of opinions when examining the attitudes towards online learning. Therefore, it was deemed important to investigate this factor (Paris, \u003cspan citationid=\"CR66\" class=\"CitationRef\"\u003e2004\u003c/span\u003e; Ullah et al., \u003cspan citationid=\"CR83\" class=\"CitationRef\"\u003e2018\u003c/span\u003e).\u003c/p\u003e\u003cdiv id=\"Sec18\" class=\"Section3\"\u003e\u003ch2\u003e5.1.1 Framework\u003c/h2\u003e\u003cp\u003eWhen considering attitudes, the Technology Acceptance Model (TAM) is a useful framework to be applied, especially when seeking to implement new technological strategies (Zhang et al., \u003cspan citationid=\"CR88\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Chen et al., \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). The model examines two factors that determine the acceptance of a new technology, namely perceived usefulness and perceived ease of use. Perceived ease of use has a causal effect on perceived usefulness; it refers to the ability of the technology to reduce the level of effort required to use the technology (Karlsson \u0026amp; Shamoun, \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). The more effortless a technology is, the more useful it is. Perceived usefulness examines this enhanced effectiveness of a particular technology (Davis, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e1985\u003c/span\u003e; Scherer et al., \u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). This model proposes that perceived ease of use and perceived usefulness are the two most critical factors to examine when determining attitudes towards a new technology (Davis, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e1985\u003c/span\u003e; Karlsson \u0026amp; Shamoun, \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). As such, TAM was used while reviewing the literature. The results of the studies were contrasted against the two factors, perceived ease of use and perceived usefulness, to provide additional clarity on the perceived effectiveness of this technological strategy (online learning) (Chen et al., \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). In doing so, attitudes towards online learning could be defined more clearly (Chen et al., \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2023\u003c/span\u003e).\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec19\" class=\"Section3\"\u003e\u003ch2\u003e5.1.2 Attitudes\u003c/h2\u003e\u003cp\u003eLearners\u0026rsquo; attitudes and perspectives towards online learning play a key role in determining learning outcomes (Peytcheva-Forsyth et al., \u003cspan citationid=\"CR68\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). Further studies have shown that learners\u0026rsquo; positive attitudes towards learning, whether it is remote, online, or in a classroom setting, are crucial for making a positive working and learning environment that creates a sense of readiness, inclusion, and engagement among learners (Lim Chiu Yiong et al., \u003cspan citationid=\"CR86\" class=\"CitationRef\"\u003e2008\u003c/span\u003e; Selim, \u003cspan citationid=\"CR75\" class=\"CitationRef\"\u003e2007\u003c/span\u003e). Positive attitudes towards online learning are critical to learners\u0026rsquo; readiness and their inclusion in remote forms of learning (Selim, \u003cspan citationid=\"CR75\" class=\"CitationRef\"\u003e2007\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eThere are several factors to consider when considering attitudes towards online learning. Two major influences are demographic factors (such as race, age, and gender) and computer literacy and skills (Rhema \u0026amp; Miliszewska, \u003cspan citationid=\"CR71\" class=\"CitationRef\"\u003e2014\u003c/span\u003e). Learners\u0026rsquo; skills and experience with working with specific technologies accurately predict their attitude towards online learning (Peytcheva-Forsyth et al., \u003cspan citationid=\"CR68\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Liaw \u0026amp; Huang, \u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e2011\u003c/span\u003e). Studies have shown that those with more computer skills had a more positive attitude towards online learning than those with lower computer skills who held a negative attitude (Paris, \u003cspan citationid=\"CR66\" class=\"CitationRef\"\u003e2004\u003c/span\u003e; Ullah et al., \u003cspan citationid=\"CR83\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). Learners with lower computer skills often find the integration of new technologies as well as new forms of computer-assisted learning intimidating and difficult to grasp due to the large skills gap to use these new technologies (Ullah et al., \u003cspan citationid=\"CR83\" class=\"CitationRef\"\u003e2018\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eA study conducted by Paris (\u003cspan citationid=\"CR66\" class=\"CitationRef\"\u003e2004\u003c/span\u003e) examined the attitudes of secondary school learners towards online learning. The study found that learners preferred online web-assisted learning activities over paper-based methods, such as current educational strategies. The use of multimedia elements like animations, movies, and three-dimensional graphics has enhanced the overall experience of online learning. However, it is important to note that not every aspect of this strategy was favoured by everyone involved in the study (Paris, \u003cspan citationid=\"CR66\" class=\"CitationRef\"\u003e2004\u003c/span\u003e). Some learners, particularly males, preferred features such as customisation and synchronous sound, while others, particularly females, focused on aspects such as graphics design and quality (Paris, \u003cspan citationid=\"CR66\" class=\"CitationRef\"\u003e2004\u003c/span\u003e). However, the study supported previous findings that there was no significant difference in attitude towards online learning between males and females. Both genders prefer online learning over paper-assisted learning (Peytcheva-Forsyth et al., \u003cspan citationid=\"CR68\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). It was found that most learners use information and communications technology extensively in their everyday lives and would like it used for educational purposes (Peytcheva-Forsyth et al., \u003cspan citationid=\"CR68\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). This finding is supported by other studies (Paris, \u003cspan citationid=\"CR66\" class=\"CitationRef\"\u003e2004\u003c/span\u003e; Lim Chiu Yiong et al., \u003cspan citationid=\"CR86\" class=\"CitationRef\"\u003e2008\u003c/span\u003e; Rhema \u0026amp; Miliszewska, \u003cspan citationid=\"CR71\" class=\"CitationRef\"\u003e2014\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eNo difference was demonstrated between genders when examining their computer-related experience and its effect on adapting to new forms of technologically assisted learning (Liaw \u0026amp; Huang, \u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e2011\u003c/span\u003e). The study confirmed the results of previous research (Liaw \u0026amp; Huang, \u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e2003\u003c/span\u003e; Mitra, \u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e1998\u003c/span\u003e), demonstrating that online learning has a positive effect on perceived self-efficacy, perceived enjoyment, and perceived usefulness of online learning. However, this effect is influenced by computer experience, which the current study identified as a predictor of e-learning attitude. These results are in line with the TAM as outlined by Davis (\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e1985\u003c/span\u003e). If a technology is perceived as useful, it is more likely to be accepted and adapted with positive attitudes.\u003c/p\u003e\u003cp\u003eEngagement is an essential condition for meaningful learning, and intentionally designed engagement in learning has been proven to result in improved motivation, attention, and proactive task behaviour (Brill \u0026amp; Park, \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2008\u003c/span\u003e; Bulger et al., \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2006\u003c/span\u003e). The type of online learning described above has been shown to encourage learner responsibility and ownership of their learning. This approach promotes engagement among learners by motivating learners to establish learning objectives, facilitating collaborative building and expression of knowledge, encouraging diverse roles and responsibilities, and fostering self-assessment and self-monitoring (Brill \u0026amp; Park, \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2008\u003c/span\u003e; Bulger et al., \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2006\u003c/span\u003e; Jones et al., \u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e1994\u003c/span\u003e; Hung et al., \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2006\u003c/span\u003e; Wang \u0026amp; Kang, \u003cspan citationid=\"CR85\" class=\"CitationRef\"\u003e2006\u003c/span\u003e).\u003c/p\u003e\u003cp\u003e\u003col\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003e\u003cb\u003eWhat are the outcomes of online learning practices compared to traditional teaching methods that have been studied?\u003c/b\u003e\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003c/ol\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec20\" class=\"Section3\"\u003e\u003ch2\u003e5.2.1 Innovative teaching methods\u003c/h2\u003e\u003cp\u003eEarly research determined that in a flipped classroom learners were expected to study information outside the classroom, and focus on higher-order thinking during class periods (Crouch \u0026amp; Mazur, \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2001\u003c/span\u003e). As a result of this didactic reversal, recently established online learning practices have been shown to foster self-guided, autonomous learning (Sivarajah et al., \u003cspan citationid=\"CR78\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). The creation of online learning outcomes is beneficial because it involves imitating and integrating traditional learning models remotely, which helps to overcome temporal and spatial challenges (Panigrahi et al., \u003cspan citationid=\"CR65\" class=\"CitationRef\"\u003e2018\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eCombining traditional teaching methods (such as didactic teaching) with online learning practices significantly improves the measurability and implementation of psycho-pedagogical approaches to nurturing a whole learner (Tudor, \u003cspan citationid=\"CR82\" class=\"CitationRef\"\u003e2012\u003c/span\u003e). A psycho-pedagogical approach seeks to develop learners who are true to their identity and express their own authentic, intrinsic drives, motivations, and actions within their educational environment (Hai-Jew, \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). The concept of independence for a learner goes far beyond just being able to complete tasks without the help of others. While online learning caters to a geographically dispersed classroom, a learner may feel lost without their teacher\u0026rsquo;s fundamental guidance. As a result, for better participation, online teachers must establish meaningful relationships with their learners (Omar et al., \u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e2012\u003c/span\u003e). Additionally, in order to execute a psycho-pedagogical approach in education, teachers need to understand their learners\u0026rsquo; individualities. This involves considering multiple factors such as age, motivation, and environment (Nagauleng et al., \u003cspan citationid=\"CR59\" class=\"CitationRef\"\u003e2018\u003c/span\u003e).\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec21\" class=\"Section3\"\u003e\u003ch2\u003e5.2.2 Twenty-first century skills\u003c/h2\u003e\u003cp\u003eIn the 21st century, learners exhibit strong characteristics of self-independence, motivation, and learning. Most learners are accustomed to learning independently (Seemiller, \u003cspan citationid=\"CR74\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). The Covid-19 pandemic has accelerated the adoption of information and communication technology, and millennials expect remote work to be a part of the future work landscape (Chung \u0026amp; van der Lippe, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). This has led to the integration of online learning and a shift from didactic teaching methods to a flipped classroom model (Chung \u0026amp; van der Lippe, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Learners no longer have to feel like they are \u0026lsquo;stuck in paper\u0026rsquo; with the introduction of sustainable, digitised textbooks (Lee \u0026amp; Hwang, \u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e2022\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eSmartphones and digital devices have become more accessible in the 21st century, and as a result, there has been a decrease in cognitive load and an increase in retention levels due to immersive, multimodal sensory learning (Kumar et al., 2023). This type of learning enables learners to develop fractional reading, allowing them to extract the necessary information required to solve particular questions (G\u0026oacute;mez, \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). However, the implementation of online learning in South Korea during the pandemic had negative consequences. It was evidenced by the lack of meaningful face-to-face interaction between learners and teachers, as well as low participation through screens (Lee et al., \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Meta-modal learning, a newly proposed definition of \u0026lsquo;multisensory learning within the metaverse\u0026rsquo; (Lee \u0026amp; Hwang, \u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e2022\u003c/span\u003e), serves to bridge this gap between learner and teacher interactions through digital media. It is equally important as independent learning within digital content (Seemiller, \u003cspan citationid=\"CR74\" class=\"CitationRef\"\u003e2017\u003c/span\u003e).\u003c/p\u003e\u003cp\u003e\u003col\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003e\u003cb\u003eWhat are the challenges and limitations of implementing online education and gamification strategies in metaverse-based education, and how can these obstacles be addressed?\u003c/b\u003e\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003c/ol\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec22\" class=\"Section3\"\u003e\u003ch2\u003e5.3.1 Innovating the system\u003c/h2\u003e\u003cp\u003eTeachers must adapt to 21st-century skills, which emphasises the need for capabilities to utilise emerging technologically enhanced learning (Lee \u0026amp; Hwang, \u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Research found that four main factors must be addressed when implementing modern online teaching strategies. These include ensuring internet access for both lecturers and students, holding training workshops for educators, keeping student populations small for optimal attention, and providing comprehensive e-learning platforms (Yusuf, \u003cspan citationid=\"CR87\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). It is important to offer systematic training initiatives to teachers so that they can keep up with the technological advancements that have become commonplace. These advancements include the introduction of virtual reality, augmented reality, artificial intelligence, and gamified or metaverse-based education (Ferri et al., \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Students who are geographically dispersed may miss out on face-to-face interactions, which could limit their opportunities to experience the student life. However, this type of teaching can be appealing to students who wish to study while employed or have other outside commitments (Anshari et al., \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2016\u003c/span\u003e).\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec23\" class=\"Section3\"\u003e\u003ch2\u003e5.3.2 Security and safety concerns\u003c/h2\u003e\u003cp\u003eA significant concern is ensuring security when implementing online education and gamification strategies in metaverse-based education (Onu et al., \u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). This includes ensuring the safety of learner privacy, preventing cyberbullying and cyberthreats, and promoting responsible online behaviour Lee \u0026amp; Hwang (\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) and Onu et al. (\u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) emphasise the importance of skilled administration in regulating and maintaining such technologies. The implementation of blockchain encryption technology is suggested as a way to address concerns about learner privacy and cyberthreats (Kaddoura \u0026amp; Al Husseiny, \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e2023b\u003c/span\u003e). Both online and metaverse-based learning present the challenge of copyright infringement (Jagatheesaperumal et al., \u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2022\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eIt is considered neglect when social needs are not met while implementing a new decentralised metaverse-based education framework (Kaddoura \u0026amp; Al Husseiny, \u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e2023a\u003c/span\u003e). Integrating virtual reality and augmented reality into online education is beneficial because it heightens the senses and simulates our basic social human expression and needs. This enhances interaction and engagement with learning materials.\u003c/p\u003e\u003cp\u003eFurther challenges faced with online learning include the lack of internet connectivity (particularly in developing countries), personal time management, lack of interaction, insufficient tools for learner assessment, difficulty identifying learners over online platforms, and concerns of data privacy (Paris, \u003cspan citationid=\"CR66\" class=\"CitationRef\"\u003e2004\u003c/span\u003e; Almahasees et al., \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Dwivedi et al., \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). The challenges posed by current technology will be addressed through the development of new technologies such as immersive technologies and the metaverse. This will involve creating technologies and strategies that are more capable, realistic, interactive, and efficient (Almahasees et al., \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2021\u003c/span\u003e).\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e\u003cdiv id=\"Sec24\" class=\"Section2\"\u003e\u003ch2\u003e5.4 How does gamified education using the metaverse affect the development of 21st-century skills?\u003c/h2\u003e\u003cp\u003eThe development of new technologies enables new forms of education that are more effective, engaging, and enjoyable (Zhang et al., \u003cspan citationid=\"CR88\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Among these developments is metaverse-based online learning, which presents possibilities for new applications in education and online learning (Getchell et al., \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2010\u003c/span\u003e; Zhang et al., \u003cspan citationid=\"CR88\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Given that the metaverse is rooted in gaming, one can look to strategies used in game design that can be utilised for online learning (Abraham et al., \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). The application of game design strategies for metaverse-based online learning is known as metaverse-based gamified education. In this section of the paper, findings are presented to determine the effect that metaverse-based gamified education has on learner engagement, enjoyment, immersion, and attentiveness while learning.\u003c/p\u003e\u003cp\u003eLearning strategies that integrate three-dimensional gaming methods and technologies with institutional learning management systems were examined. A study provided learners with an application that allowed them to access interactive learning materials at any time (Getchell et al., \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2010\u003c/span\u003e). The free access to learning materials empowered learners to engage in exploratory learning practices within the resources provided (Getchell et al., \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2010\u003c/span\u003e; Abdellatif et al., \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). Game-based learning environments offer self-paced and personalized learning experiences that allow learners to access the content they want to learn. By affording greater control and fostering engagement, self-motivation, and better comprehension of the material, these experiences can enhance the learning process (Getchell et al., \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2010\u003c/span\u003e; Malone, 1981).\u003c/p\u003e\u003cp\u003eAspects such as progression, completion of goals and challenges, and player achievement are the primary approaches employed by games to drive and maintain player engagement. These aspects are considered an effective means of challenging and stimulating players (Getchell et al., \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2010\u003c/span\u003e; Malone, 1981). The addition of metaverses allows for the creation of game-based learning environments that are more effective, flexible, and immersive due to the collaborative and engaging nature of the technology. The factors of engagement, immersion, and flexibility significantly enhance learning outcomes and foster the development of problem-solving abilities, learner collaboration, and personal responsibility (Getchell et al., \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2010\u003c/span\u003e; Warburton, \u003cspan citationid=\"CR84\" class=\"CitationRef\"\u003e2009\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eAn evaluation framework designed by Abdellatif et al. (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2018\u003c/span\u003e) provides guidelines and improvements that can be made when attempting to achieve the full benefits of using \u0026lsquo;serious games\u0026rsquo; for educational purposes, i.e., gamification in education. The framework outlines 18 quality evaluation characteristics of gamification in education. These characteristics include, but are not limited to, user satisfaction, usability, usefulness (which are aligned with the TAM framework (Davis, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e1985\u003c/span\u003e)), understandability, engagement, motivation, playability, pedagogical aspects, learning outcomes, user experience, efficacy, social impact, cognitive behaviour enjoyment, user interface, performance, and acceptance. These factors have a direct impact on the outcomes of gamified pedagogical models and educational strategies (Abdellatif et al., \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2018\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eThe possible benefits of three-dimensional virtual learning environments and the learning potential that arises from tasks afforded by such environments were examined (Dalgarno \u0026amp; Lee, 2009). Several authors have used the term \u0026lsquo;affordance\u0026rsquo; in the context of education to describe the characteristics of educational interventions and strategies, particularly in our case, three-dimensional virtual learning environments (Dalgarno \u0026amp; Lee, 2009; Kirschner, \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e2002\u003c/span\u003e; Greeno, \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e1994\u003c/span\u003e). They examined how these features interact with learners\u0026rsquo; characteristics to create opportunities for learning. The results of the study indicated that the benefits of well-designed learning environments could be assumed, with these being that the increased levels of fidelity of the virtual environment contribute to a greater sense of presence, the aspects of interactivity provide greater spatial learning, and the ability to represent oneself digitally results in richer online identity construction and co-presence among users (Dalgarno \u0026amp; Lee, 2009). However, if the distinctive affordances of three-dimensional virtual learning environments are not utilised effectively in the learning design, there will be minimal distinctive learning advantages (Dalgarno \u0026amp; Lee, 2009). This is due to the nature of gamified education in that it must satisfy certain conditions, such as focusing on problem-solving and creating a sense of innovation to effectively foster engagement and benefit learning outcomes (Dyulicheva \u0026amp; Glazieva, \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Pe\u0026ntilde;a-Miguel \u0026amp; Hoyuelos M\u0026aacute;ximo, 2014).\u003c/p\u003e\u003cp\u003eA study was conducted to determine how game-based learning might increase learner engagement and learning with the assistance of metaverses (Kaur et al., \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). It found that game-based learning is shown to increase enjoyability in the learning process, helping to develop important skills and keeping learners engaged while learning for longer (Kaur et al., \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Singh et al., \u003cspan citationid=\"CR77\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). An important aspect of game-based education is its ability to focus on obtaining specific knowledge and skills from learners. Game-based learning with immersive technologies has been used effectively for teaching and learning various topics. It is easily adaptable for different forms of learning, because engaging games are designed to satisfy certain requirements in order to be effective (Getchell et al., \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2010\u003c/span\u003e; Kapp, \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e2012\u003c/span\u003e; de Freitas, 2018; Dyulicheva \u0026amp; Glazieva, \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Pe\u0026ntilde;a-Miguel \u0026amp; Hoyuelos M\u0026aacute;ximo, 2014; Abraham et al., \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2023\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eStrategies that consider the learner\u0026rsquo;s needs, preferences, and goals, while enhancing cognitive skills, have been demonstrated to encourage learners to become more engaged with content, improve communication and digital literacy skills, manage their skills, and take initiative in diverse situations (Dyulicheva \u0026amp; Glazieva, \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Pe\u0026ntilde;a-Miguel \u0026amp; Hoyuelos M\u0026aacute;ximo, 2014). Realistic graphics, varying levels of difficulty, and progress feedback were beneficial features of this type of learning and, as a whole, the inclusion of artificial intelligence has been beneficial to all these processes (Abdellatif et al., \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Dyulicheva \u0026amp; Glazieva, \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2022\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eNumerous studies have demonstrated the merits of gamified education in improving learner engagement, motivation, and knowledge acquisition (Koivisto \u0026amp; Hamari, \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; Kaur et al., \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Koenkyt\u0026ouml;, \u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Sailer et al., \u003cspan citationid=\"CR72\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). For instance, a study by Landers and Landers (\u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e2014\u003c/span\u003e) found that gamified learning environments resulted in higher levels of engagement and intrinsic motivation among learners. Another research study highlighted the positive impact of gamified education on knowledge retention and transfer (Hwang \u0026amp; Wu, \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2014\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eFurthermore, gamified education has been shown to foster collaborative learning and problem-solving skills. Gamified learning environments promote teamwork and cooperation among learners, leading to improved collaboration and problem-solving abilities (Barata et al., \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2013\u003c/span\u003e). Similarly, a study demonstrated that gamified learning activities enhanced critical thinking and decision-making skills (Kiili, \u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e2005\u003c/span\u003e). In addition to its impact on learner engagement and skill development, gamified education has also been found to influence academic performance positively. A meta-analysis revealed that gamified learning interventions had a significant positive effect on academic achievement across various subject areas (Lin et al., \u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Developments in the metaverse coupled with strategies used in game design have been shown by multiple studies, as shown above, to improve the outcomes of learning. In addition, extensive research indicates that integrating education with metaverses has been recognised as a feasible means of reducing inequality in education by providing more equitable access and equal opportunities (Zhou \u0026amp; Brown, \u003cspan citationid=\"CR89\" class=\"CitationRef\"\u003e2017\u003c/span\u003e).\u003c/p\u003e\u003c/div\u003e"},{"header":"6 DISCUSSION","content":"\u003cp\u003eThe aim of this study was to systematically review literature on online learning and education gamification, analysing their attributes to provide details about their effects, benefits, challenges, and potential for future applications of this pedagogical strategy in the metaverse, to assist in addressing research questions.\u003c/p\u003e\u003cp\u003e\u003cb\u003eRQ1\u003c/b\u003e investigated the attitudes of learners towards online-based learning models. Articles were reviewed, and the majority of studies found that learners had positive attitudes towards this new form of education. Numerous studies have shown that learners frequently favour online learning models over traditional teaching methods. Positive attitudes are commonly reported, with increased engagement and flexibility cited as the primary benefits. This preference was especially evident among learners with greater computer literacy. Several studies have shown that learners typically find online strategies to be more engaging, entertaining, and flexible. These factors correlated with improved learning outcomes and contributed to increased feelings of inclusion, engagement, enjoyment, and motivation. Many studies have shown that factors such as computer literacy and access to resources have a causal effect on attitudes. As technology advances, it becomes easier to use, but past studies have highlighted the need for technological advancement due to difficulties with certain learning resources, poor internet, and technological infrastructure (Barata et al., \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2013\u003c/span\u003e; Bulger et al., \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2006\u003c/span\u003e; Crouch \u0026amp; Mazur, \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2001\u003c/span\u003e; Abraham et al., \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). As this technology becomes easier to use, it can be said, according to the TAM (Davis, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e1985\u003c/span\u003e), that it will become more useful. Not all aspects of this type of learning contribute to positive attitudes, with some factors such as customisation being of little consequence for certain demographics. In summary, it was found that attitudes towards online-based learning can be positive, provided sufficient resources for this type of learning are present.\u003c/p\u003e\u003cp\u003eIn \u003cb\u003eRQ2\u003c/b\u003e, the outcomes of online learning models were compared to those of traditional education models. The results of most studies showed that online models promote self-guided and autonomous learning. Online learning has been shown to promote self-independence, motivation, and learning, providing learners with relief from the cognitive and work overload typically experienced with traditional methods. However, not all studies have shown positive results. Some studies indicated that there was a lack of meaningful face-to-face learning experiences and low levels of active participation when using screens. Furthermore, to successfully utilise this new form of education, educators must develop relationships with learners to avoid adverse outcomes and feelings of isolation and disengagement (Omar et al., \u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e2012\u003c/span\u003e). However, technological advances in this field (such as the metaverse) aim to solve these issues through improved digital interaction strategies. In summary, this form of online learning offers flexible options for learners to self-teach and self-motivate, enhancing learning outcomes as long as educators effectively utilise this form of remote education and new technologies.\u003c/p\u003e\u003cp\u003e\u003cb\u003eRQ3\u003c/b\u003e explored the challenges and limitations faced when integrating online learning and gamification strategies in metaverse-based education. Several studies have found that the challenges associated with this technology are similar to those of other emerging technologies. Factors such as internet connectivity and a lack of technological infrastructure are the most significant concerns. The online nature of this type of learning has raised concerns that learners may miss out on meaningful face-to-face experiences and may experience a loss of identity and representation. Issues of privacy and data security are also prevalent in almost all studies. To address these concerns, many studies suggest hosting training workshops, maintaining small class sizes, and utilising comprehensive e-learning platforms that are adequately monitored. Furthermore, many studies have raised concerns regarding learner assessments and the lack of platforms available for this purpose. It is generally accepted that these issues will be solved with advancements in technology and through the development of new technological strategies.\u003c/p\u003e\u003cp\u003e\u003cb\u003eRQ4\u003c/b\u003e examined the effects of metaverse-based gamified education on the development of 21st-century skills. After reviewing the studies, it was found that incorporating game design strategies into education can lead to increased learner engagement, enjoyment, knowledge retention, interaction, collaboration, and motivation. Multiple studies have demonstrated that these factors predominantly improve problem-solving skills, digital literacy, peer-to-peer collaboration and communication, as well as knowledge acquisition. Furthermore, some studies indicated that increased levels of fidelity in the virtual environment contribute to a greater sense of presence. Other studies have shown that interactivity can enhance spatial learning, while representing oneself digitally can result in a more robust online identity construction and sense of co-presence. In summary, the use of game design strategies in education has been demonstrated by various studies to enhance the development of 21st-century skills.\u003c/p\u003e\u003cdiv id=\"Sec26\" class=\"Section2\"\u003e\u003ch2\u003e6.1 Implications\u003c/h2\u003e\u003cp\u003eThe systematic literature review has highlighted the crucial aspects of online learning and compared it to traditional teaching methods. This discussion explores the implications of the findings, specifically with regard to preparing for a potential transition into education in the metaverse. Furthermore, aspects of gamification within education and metaverse-based gamified education were discussed, identifying key aspects of the technology, its limitations, and the implications seen as a result.\u003c/p\u003e\u003cdiv id=\"Sec27\" class=\"Section3\"\u003e\u003ch2\u003e6.1.1 Enhanced autonomy, engagement, and self-directed personalised learning\u003c/h2\u003e\u003cp\u003eThe flipped classroom model, as discussed by Crouch and Mazur (\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2001\u003c/span\u003e), exemplifies a shift towards greater learner autonomy, where learners prepare by studying material independently outside the classroom. This model promotes deeper cognitive engagement during class, as it helps learners to be better prepared to participate in high-level discussions and problem-solving activities. Similarly, online learning promotes self-guided learning, potentially leading to improved self-management skills (Sivarajah et al., \u003cspan citationid=\"CR78\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). This shift is crucial as it aligns with the needs of the 21st-century workforce, which values independence and proactive problem-solving (Seemiller, \u003cspan citationid=\"CR74\" class=\"CitationRef\"\u003e2017\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eThe integration of the metaverse and gamified education has the potential to significantly enhance learner engagement and motivation. The immersive nature of the metaverse creates a dynamic and interactive learning environment that captivates learners\u0026rsquo; attention and fosters active participation. Gamification elements, such as rewards, challenges, and interactive storytelling, can increase learners\u0026rsquo; intrinsic motivation by making their learning experiences more enjoyable and relevant. This combination not only sustains learners\u0026rsquo; interest in educational content but also encourages them to take ownership of their learning journey, ultimately leading to improved academic outcomes and a deeper, more meaningful engagement with the material.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec28\" class=\"Section3\"\u003e\u003ch2\u003e6.1.2 Bridging geographical and temporal gaps\u003c/h2\u003e\u003cp\u003eThe findings of Panigrahi et al. (\u003cspan citationid=\"CR65\" class=\"CitationRef\"\u003e2018\u003c/span\u003e) underline the utility of online learning in overcoming geographic and temporal barriers. This aspect is particularly pertinent as the workforce becomes increasingly globalised and remote working becomes the norm. The ability of online learning to deliver education asynchronously across different time zones and locations is a significant advantage that traditional classrooms cannot offer.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec29\" class=\"Section3\"\u003e\u003ch2\u003e6.1.3 Necessity for personalised psycho-pedagogical approaches\u003c/h2\u003e\u003cp\u003eThe research highlights the importance of a psycho-pedagogical approach (Tudor, \u003cspan citationid=\"CR82\" class=\"CitationRef\"\u003e2012\u003c/span\u003e; Hai-Jew, \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) in online settings, which involves understanding and addressing the individual needs of learners. The diversity of learner backgrounds, which includes factors such as age, motivation, and environment, calls for a more individualised teaching approach (Nagauleng et al., \u003cspan citationid=\"CR59\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). This finding suggests that as educational institutions plan for the metaverse, the design of learning environments and teacher training should prioritise, customisation and adaptability to meet diverse learner needs effectively.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec30\" class=\"Section3\"\u003e\u003ch2\u003e6.1.4 Integration of digital tools and resources\u003c/h2\u003e\u003cp\u003eThe transition to digital tools and resources, as evidenced by the adoption of digitised textbooks and multimedia learning platforms, supports a reduction in cognitive overload and enhances learning retention (Kumar et al., 2023). This evolution is critical in preparing learners for a digital economy where technology literacy is essential. Furthermore, the concept of meta-modal learning introduced by Lee and Hwang (\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) proposes a future where multisensory digital learning environments could mimic or even enhance the interactions found in traditional classrooms.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec31\" class=\"Section3\"\u003e\u003ch2\u003e6.1.5 Challenges in online learning\u003c/h2\u003e\u003cp\u003eDespite the advantages, the literature also points to significant challenges in online learning. The lack of meaningful social interactions and active participation in South Korea\u0026rsquo;s online learning environments during the pandemic were noted (Lee et al., \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). This issue underscores the need for interactive and engaging online platforms that can foster a sense of community and active learning, which are crucial for learner satisfaction and educational efficacy.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec32\" class=\"Section3\"\u003e\u003ch2\u003e6.1.6 Outcomes of gamified education\u003c/h2\u003e\u003cp\u003eSeveral studies have indicated that the use of gamification in education is a valuable strategy for conducting effective education. Correct use can greatly improve learning outcomes, provided that certain affordance, effective administration, and intelligent design are employed (Chen et al., \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Getchell et al., \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2010\u003c/span\u003e; Dwivedi et al., \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Abraham et al., \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Multiple studies have demonstrated that the implementation of these strategies can enhance engagement with learning materials and promote the development of positive 21st-century skills, including problem-solving abilities, cognitive skill development, digital literacy, self-motivation, and communication (Getchell et al., \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2010\u003c/span\u003e; Abdellatif et al., \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). Strategies that consider the needs, preferences, and goals of the learner, as well as those that enhance cognitive abilities, are particularly effective in motivating learners to engage more deeply with the content. These strategies have been shown to improve communication skills, digital literacy, skill management, and the ability to take initiative in different situations (Dyulicheva \u0026amp; Glazieva, \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Pe\u0026ntilde;a-Miguel \u0026amp; Hoyuelos M\u0026aacute;ximo, 2014).\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e"},{"header":"7 CONCLUSION","content":"\u003cp\u003eThis study provided a systematic literature review of the potential for using gamification in education within the metaverse. It discussed various aspects of online learning and explored the effectiveness of using gamification to enhance educational experiences. As part of this review, we analysed a total of 92 articles and used the PRISMA guidelines to formulate our inclusion criteria. Additionally, we developed a systematic review protocol to gather articles from both Google Scholar and ScienceDirect. The selection methods for articles used in the review process are described in the methodology section of this review. The findings provided insight into the current state of knowledge regarding the utilisation of the metaverse in education and current digital education strategies. Specifically, the report focused on aspects of gamification. The studied learning outcomes, attitudes, benefits, and challenges of this form of education, were identified and outlined. The research conclusions were discussed and considered in terms of their implications.\u003c/p\u003e\u003cdiv id=\"Sec34\" class=\"Section2\"\u003e\u003ch2\u003e7.1 Unique contribution of the research\u003c/h2\u003e\u003cp\u003eThis research provides a unique contribution to the field of educational technology by conducting a systematic review and synthesis of existing literature on the integration of the metaverse and gamified education. Unlike previous studies, which have often focused only on isolated aspects of online learning or gamification, this paper provides a comprehensive analysis of how these two emerging trends can be combined to enhance educational outcomes. The study provides significant insights for educators, policymakers, and technology developers who are looking to innovate within the educational sector by emphasising the distinct benefits and challenges associated with this integration.\u003c/p\u003e\u003cp\u003eThe findings of this research broaden our knowledge on the use of the metaverse in education, exploring learners\u0026rsquo; attitudes towards online learning and the outcomes and limitations of using this form of education strategy. Online learning, when equipped with the necessary technological infrastructure, has been demonstrated to provide numerous advantages in education. As such, positive prospects for its future in education have been observed. However, the research shows that organised and effective administration, as well as significant safety protocols, are required to ensure that data safety and privacy are maintained. Furthermore, when it comes to peer-to-peer interaction, it is important for online teachers to build meaningful relationships with their learners in order to prevent feelings of loneliness and isolation (Omar et al., \u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e2012\u003c/span\u003e). Multiple studies have shown that the implementation of these technological strategies within educational institutions is effective in benefiting learners and has a direct impact on improving learning outcomes.\u003c/p\u003e\u003cp\u003eFurthermore, a notable aspect of metaverses is their use of game development strategies. This aspect of gamification is a strategy that is widely used in, and it will be at the forefront of metaverse-assisted education. The findings of this research detail the outcomes and limitations of such metaverse-based gamified education and its effect on the development of 21st-century skills. Multiple studies have identified positive skill development as a notable factor of this form of education, with improved learning outcomes and cognitive benefits observed consistently across all studies.\u003c/p\u003e\u003cp\u003eResearch towards the metaverse\u0026rsquo;s application within educational contexts remains in its nascent stages; this research makes a pivotal contribution to the gap in the literature on metaverse-based gamified education. This research fills a gap in the existing literature and emphasises the benefits of emerging technologies for effective education. Such technologies can break down barriers, create new opportunities, and solve problems that would otherwise be difficult to overcome in real life.\u003c/p\u003e\u003cp\u003eBy providing empirical evidence and theoretical insights, this review not only enriches the current discourse but also established the groundwork for future investigations. Thus, it addresses a critical need for comprehensive academic inquiry in this emerging field, positioning itself as a foundational reference for subsequent research endeavours\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec35\" class=\"Section2\"\u003e\u003ch2\u003e7.2 Limitations and future research direction\u003c/h2\u003e\u003cp\u003eAlthough this research identified the outcomes and benefits of metaverse-based gamified and online learning strategies, it acknowledges its current limitations and challenges. This form of learning presents various obstacles that developers, leaders, and educators must consider. Data safety and privacy are top priorities as we enter the digital age. Effective administration is regarded as necessary to ensure successful learning outcomes. New strategies for learning and assessment need to be considered, and issues of social development and peer-to-peer interaction must be addressed. This research indicates a close link between the metaverse and education, although both are still in their infancy. With time, strategies will develop that will maximise the learning potential of metaverse-based learning. As such, to effectively capitalise on these opportunities, more in-depth research is required. However, the future of education is bright and, through the advantages provided by the metaverse and emerging technologies, we will be able to solve many of the issues currently faced with traditional teaching methods.\u003c/p\u003e\u003cp\u003eThis study highlighted various notable research contributions; however, the collected articles were only gathered from two databases. In future research, more databases should be used for the review. Although metaverse-based research is growing, more time is needed before we fully understand the capabilities and outcomes of this technology. As the body of research on the use of metaverse in education expands, we may overcome the current limitations of traditional learning.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec36\" class=\"Section2\"\u003e\u003ch2\u003e7.3 Further considerations\u003c/h2\u003e\u003cp\u003eAs research on the metaverse\u0026rsquo;s role in education continues, there will be new insights and strategies for improving education. Keeping this in mind, researchers must consider the aspects of inclusion and diversity in order to tackle the current challenges faced in education. The metaverse will allow us to break geographical boundaries, bridge gaps of inequality in education, and provide equal and efficient access and opportunities to education. Researchers must bear in mind the ethical challenges associated with this technology and emphasise the importance of designing it in a way that is safe, inclusive, and intelligent. As a fundamental practice, data safety and privacy features must be employed, and safety protocols must be in place should these features fail. By using ethical, inclusive, and intelligent design in educational strategies that integrate the metaverse and other emerging technologies, we can address the issues that traditional teaching models face. This can improve both the quality of education and our access to it.\u003c/p\u003e\u003c/div\u003e"},{"header":"Declarations","content":"\u003cp\u003eDeclaration of conflicting interests\u003c/p\u003e\n\u003cp\u003eThe authors declare no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.\u003c/p\u003e\n\u003cp\u003eEthical statement\u003c/p\u003e\n\u003cp\u003eThis research did not require ethical approval since it did not involve direct participation of either human or animal subjects. Clinical trial number: not applicable.\u003c/p\u003e\n\u003cp\u003eFunding statement\u003c/p\u003e\n\u003cp\u003eThis research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors.\u003c/p\u003e\n\u003cp\u003eConsent statement\u003c/p\u003e\n\u003cp\u003eThis study did not involve human participants, personal data, or clinical samples, and therefore, consent to participate was not required.\u003c/p\u003e\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\u003cp\u003eA.D.G. led the conceptualization, methodology, systematic review process (including search, title and abstract screening, report screening, data extraction, and quality assessment), validation, formal analysis, investigation, resources, data curation, drafting, writing, reviewing and editing, supervision, and project administration. M.J.C. contributed to conceptualization; systematic review process (report screening, data extraction, quality assessment); results and implications discussion; formal analysis; investigation; resources; data curation; drafting; writing; reviewing; and editing. Y.Y. contributed to conceptualization; systematic review process (report screening, data extraction, quality assessment); formal analysis; investigation; resources; data curation; drafting; writing; reviewing; and editing. A.D. supported the technical aspects of the work and provided the scoping. O.R. reviewed and guided the writing approach, reviewed the results and implications, and contributed to discussion, formal analysis, investigation, resources, data curation, drafting, writing, reviewing, and editing. All authors reviewed and approved the final manuscript.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eAbdellatif AJ, McCollum B, McMullan P. (2018). 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Galileo Open Learning Materials. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://oer.galileo.usg.edu/education-textbooks/1/\u003c/span\u003e\u003cspan address=\"https://oer.galileo.usg.edu/education-textbooks/1/\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"discover-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"diedu","sideBox":"Learn more about [Discover Education](https://www.springer.com/journal/44217)","snPcode":"44217","submissionUrl":"https://submission.nature.com/new-submission/44217/3","title":"Discover Education","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"metaverse, education, online learning, gamified education, gamification, PRISMA","lastPublishedDoi":"10.21203/rs.3.rs-7205900/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-7205900/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThe concept of the metaverse, an immersive virtual environment, holds significant promise for revolutionising educational practices. Strategies of online learning and gamification are at the forefront of this development. These developments have the potential to dissolve learning and geographical boundaries, provide more accessible and effective educational opportunities, and help reduce the current inequalities associated with traditional learning models. Considering that the metaverse is still in its nascent stages, this paper seeks to infer its potential impacts on education by examining existing studies on online learning and gamified education. By conducting a systematic review of literature, we have extrapolated the key benefits and challenges associated with using digital and gamified learning environments. A systemic review approach was employed to analyse and review 68 articles from two recognised digital databases, namely Google Scholar and ScienceDirect. The results of the review provide an in-depth understanding of the state of metaverse education in our current landscape and includes an overview of the attitudes held towards online learning, the studied outcomes of online learning and digitally assisted learning, the challenges associated with online learning and metaverse education, and the studied outcomes of metaverse-based gamified education and their effect on the development of 21st century skills.\u003c/p\u003e","manuscriptTitle":"Applying Lessons from Digital and Gamified Learning to the Educational Metaverse A Systematic Review","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-11-05 10:57:55","doi":"10.21203/rs.3.rs-7205900/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2025-11-20T06:33:24+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-11-06T04:53:44+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-10-30T13:34:02+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-10-30T12:51:03+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"141039226316779226461776314756553261407","date":"2025-10-27T10:06:49+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"38967633913705041930956413626852626726","date":"2025-10-25T05:40:33+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"93300697501037929302242595008214909897","date":"2025-10-25T03:56:37+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2025-10-25T03:12:14+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2025-10-15T14:42:00+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-10-13T13:39:50+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-09-05T04:22:29+00:00","index":"","fulltext":""},{"type":"submitted","content":"Discover Education","date":"2025-09-05T04:18:52+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"discover-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"diedu","sideBox":"Learn more about [Discover Education](https://www.springer.com/journal/44217)","snPcode":"44217","submissionUrl":"https://submission.nature.com/new-submission/44217/3","title":"Discover Education","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"13fd8c9b-0e66-4bb3-bc63-805394d88d09","owner":[],"postedDate":"November 5th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[],"tags":[],"updatedAt":"2026-02-23T06:08:49+00:00","versionOfRecord":[],"versionCreatedAt":"2025-11-05 10:57:55","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-7205900","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-7205900","identity":"rs-7205900","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}