## 2 Literature Review and Theoretical Framework
### Theories Supporting Metaverse Integration in Education  
The theoretical foundation for Metaverse integration in education draws from established theories such as constructivism, experiential learning, and social learning [21]. Constructivist theory, as proposed by [PERSON] and later developed by [PERSON] [22], posits that students construct knowledge through active engagement and interaction within meaningful contexts [23]. The Metaverse aligns well with this theory, providing a collaborative space where students can explore, experiment, and learn through direct experience and peer interaction [24]. Virtual environments allow learners to engage in problem-solving activities, manipulate virtual objects, and interact within complex simulations, facilitating a learning process grounded in discovery and experiential learning [25]. [PERSON]'s experiential learning theory further supports Metaverse integration, emphasizing the importance of \"learning by doing\" [26]. By simulating real-world environments, the Metaverse allows students to gain practical skills, from conducting science experiments to simulating historical events in a risk-free setting [27]. These experiential opportunities align closely with [PERSON]'s model, which emphasizes concrete experiences, reflective observation, abstract conceptualization, and active experimentation [28]. Similarly, [PERSON]'s theory of social learning underscores the importance of social interaction in knowledge acquisition, which the Metaverse classroom facilitates through avatar-based interactions and virtual collaborative spaces [29]. These theories collectively validate the Metaverse as a space where students engage in active, social, and contextually relevant learning experiences, forming a robust theoretical foundation for immersive digital education [30]. In addition to traditional learning theories, digital experiential learning further substantiates integrating Metaverse technologies in education. Digital, experiential learning builds on [PERSON]'s experiential model. Still, it emphasizes virtual and digitally-mediated environments as spaces where learners engage in realistic, hands-on activities that mimic real-world scenarios [31]. The Metaverse allows learners to apply theoretical knowledge in practical settings through simulations, role-playing exercises, and digital labs. These digital experiences allow learners to acquire skills safely, controlled, and repeatably, enabling students to explore high-risk environments (such as virtual surgery or engineering prototypes) without the constraints of physical resources or safety concerns [3]. Integrating digital, experiential learning within the Metaverse ensures learners are prepared for real-world problem-solving in diverse contexts, enhancing skill acquisition and long-term knowledge retention. Another critical theory supporting Metaverse integration is distributed cognition, which views knowledge as not solely contained within an individual but distributed across people, tools, and environments [32]. This theory aligns closely with Metaverse classrooms, where learning occurs in collaborative, technology-rich spaces that combine human interactions with digital tools. In the Metaverse, learners can access shared knowledge repositories, virtual assistants, and interactive tools that enhance cognitive processes by distributing the cognitive load across the environment [33]. Distributed cognition also emphasizes the importance of context and environment in shaping cognitive processes, which the Metaverse supports by providing learners with immersive, contextually relevant virtual spaces that enhance understanding through situated learning experiences [14]. Furthermore, embodied cognition offers a complementary perspective by highlighting the role of physical actions and sensory experiences in learning. In the Metaverse, learners interact with virtual objects and environments in ways that engage their motor and sensory systems, which enhances cognitive processes and memory retention [34].