# The Integration of AI and Metaverse in Education: A Systematic Literature Review
## 2 Background
### Related Systematic Reviews  
Several systematic literature reviews have explored the metaverse in education. Ref. [27] reviewed fifty highly cited articles, summarizing their research questions, methodologies, findings, and innovative applications such as intelligent transportation systems, AR for problem-solving, and virtual platforms for collaborative learning. It also highlighted uses in schools and healthcare education. Similarly, ref. [28] examined the metaverse's potential benefits and drawbacks using content and bibliometric analysis. The study discussed trends, educational fields, digital identities, and the evolution and limitations of the metaverse in education. One of the study's findings was that 53% of current metaverse studies employed technology for natural science, mathematics, and engineering. A review in [29] explored the perceived usefulness of the metaverse and its ease of use in educational contexts, encompassing numerous domains from 2008 to 2022. It demonstrated the vital role that perceptions play (including usefulness and ease of use) in metaverse acceptance, because they directly influence student and teacher decisions to use or reject this technology. In addition, the review found that perceived usefulness had a significant positive relationship with the intention to use an educational AI chatbot. Furthermore, ref. [30] reviewed seventy-three studies and proposed a framework to adopt the metaverse in education. Using six research questions, the authors analyzed publication trends, applications, dominant themes, challenges, and factors influencing metaverse adoption. They identified gaps in existing research and proposed twenty-seven new theoretical directions, including foundations, methodologies, and contextual challenges for implementing the metaverse in education. Ref. [31] examined forty-one research articles to assess the acceptance and adoption of the metaverse in education. The study identified the Technology Acceptance Model (TAM) as a key framework for understanding these aspects, with most research focusing on university students in China, Taiwan, and the USA. The authors also analyzed key research fields, including categories in the education sector, primary research methods, major disciplines, and educational levels. The authors of [32] considered various technological and pedagogical features, learning tasks, and design approaches in educational immersive VR (IVR) implementation. They categorized the design of IVR learning into five distinct approaches, revealing differing levels of interactivity and openness. They suggested that future research should explore the links between design features, learning approaches, and outcomes, so as to improve the understanding of the educational impact of immersive VR. Ref. [33] focused on design elements, learning content, and the use of immersive technologies in higher education. The study highlighted the significant potential of VR in eighteen areas of higher education but noted that few studies consider the role of learning theories in developing VR applications, which are crucial for enhancing student learning. The researchers also observed that VR is primarily used in experimental settings rather than regular classrooms, with an emphasis on ease of use over learning benefits. The study by [34] discussed the contributors, scientific collaborations, and thematic structure of metaverse research in education. The study found that most contributors come from various countries and institutions, with a notable concentration of papers from the USA, Japan, South Korea, and other parts of Asia. The researchers identified key themes in the metaverse for education, including (1) virtual sports; (2) health and medical learning simulations; (3) art education in 3D environments; (4) digital STEM labs; (5) immersive language learning; (6) social skills development for children with autism; (7) game-based learning; and (8) learner experience studies.