## 4 Conclusions  
In this work, a novel approach to presenting the work of university students in STEM degrees, leveraging the potential of VR, has been introduced. The present study has presented and detailed the functionalities and key features of the educational metaverse designed for conducting interactive presentations. Furthermore, an application methodology has been proposed that utilizes version control repositories, such as GitHub, to facilitate seamless collaboration between professors and students during the development and modification of the metaverse application, to suit the specific requirements of their work. Through a case study, involving 40 students from the course \"Proyectos RII 1: Organizacion y Escenarios\" at the Escuela Politecnica Superior de Alocy of the Universitat Politecnica de Valencia (Spain) during the academic year 2022/2023, the feasibility and effectiveness of this innovative approach has been demonstrated. The results obtained from standard questionnaires and student feedback revealed that the adoption of this new method of presenting their projects not only motivated them but also highlighted the practical application of cutting-edge technology, in showcasing their solutions in a more natural and engaging manner. Additionally, it has been observed how this VR-based innovation can have positive effects on other important aspects, such as alleviating stage fright and reducing its impact on students who experience it. Looking ahead, the authors are currently exploring the possibility of conducting entire presentations within the metaverse, rather than just a portion, as demonstrated in the case study. In particular, the intention is to enable students to integrate their multimedia materials, such as PowerPoint presentations, dynamically within their assigned virtual space. By doing so, they can interact seamlessly with other avatars present, directing the flow of their presentations coherently and without interruptions. The authors of this work believe that this improvement has the potential to benefit students across various disciplines, extending beyond STEM fields. Moreover, the flexibility of the educational metaverse designed in this study allows users to access it from any location with internet access. This aspect opens up new possibilities, particularly in scenarios where students may face limitations to presenting their work in person, such as in the case of final degree projects, which are often presented through video conferencing. It would be intriguing to investigate how presentations in an educational metaverse for final degree projects could enhance interaction and elevate the overall quality of the presentations. In conclusion, the amalgamation of VR technology and the creation of educational metaverses have exhibited promising outcomes in revolutionizing the dynamics of student presentations and audience engagement. This technology possesses the capacity to reshape educational presentations significantly, offering an immersive and interactive platform for students to effectively showcase their concepts and solutions. Nevertheless, the seamless integration of VR and metaverses comes with certain challenges and constraints that require attention. These include limitations, such as the finite battery life of VR devices, potentially curbing extended immersive learning sessions. The cost of hardware can render VR experiences inaccessible for some educational institutions and students, while classroom space constraints need to be considered, to ensure sufficient physical room for all students to partake in VR activities. Moreover, health concerns--like discomfort, motion sickness, or visual fatigue after prolonged use of VR devices--need to be addressed. Certain medical conditions, such as epilepsy, might preclude the use of VR devices for specific students. The maintenance and support of a fleet of VR devices necessitate consistent attention, as malfunctions, updates, and repairs can disrupt the learning process, if not promptly resolved.