# The Integration of AI and Metaverse in Education: A Systematic Literature Review
## 4 Results and Discussion
### Rq1: What Disciplines Are Covered by the AI-Driven Metaverse in Education? Through this question, we intend to present a clear vision of the education disciplines using metaverse-based AI techniques explored in the current literature, as well as the potential disciplines for future investigations to encourage the adoption of such techniques. Firstly, we determined that metaverse-based AI can play a crucial role in modern education, particularly due to the current rapid advances in AI techniques. Secondly, we established that metaverse technology is being introduced into several educational disciplines, including (1) medical education [47]; (2) aircraft maintenance training [48]; (3) tourism education [49]; (4) law [50]; (5) English language education [51]; (6) engineering education [52]; (7) Building Evacuation Training [53]; and (8) Chinese language education [26]. We also identified a number of educational disciplines that have not yet benefited from this technology, but have the potential to employ existent metaverse-based AI tools to adopt state-of-the-art techniques into their domain. These include (1) history; (2) languages other than English and Chinese; (3) geography; (4) biology; (5) chemistry; (6) astronomy; (7) physics; (8) civil engineering; (9) electrical engineering; (10) manufacturing engineering; (11) environmental studies; (12) journalism; (13) military sciences; and (14) geology. It should also be noted that each of these disciplines can be group together several other branches. For example, medical education contains many subfields capable of integrating metaverse technology to establish more intelligent healthcare learning. These include (1) dentistry; (2) orthopedics; (3) cardiology; (4) genetics; (5) neurology; (6) obstetrics; (7) ophthalmology; (8) and surgery training. To obtain a response to this research question, we reviewed the total number of research publications gathered in the final PRISMA step. Figure 4 shows the distribution of the reviewed papers in terms of their disciplines, revealing that the largest number (N = 30) conducted general studies of metaverse-based AI without specifying a specific educational discipline. These we categorized as General. The second most relevant set  
Figure 3: Flow chart based on the PRISMA protocol. of papers considered medical education (N = 9), with fewer articles examining language education (N = 3) and educational games (N = 3). The remainder of the papers addressed other distinct disciplines. As shown in Figure 4, many education disciplines remain unexamined, and we therefore propose that these should be investigated to address the benefits of the use of the metaverse driven by AI in education. Moreover, we consider that this could be achieved by adopting the findings and AI tools found in general studies within many specific disciplines by taking into consideration their individual specificities. We estimate that the coming years will present great potential and new possibilities to investigate other promising education disciplines. However, some may be less suitable, including philosophy and political education. This has highlighted that the use of the metaverse requires an educational field to possess certain features, including the need to master skills, known as a skill-based learning approach. This finding is due to the metaverse providing a more immersive and engaging educational experience in a three-dimensional virtual environment capable of mirroring a realistic situation to a wider number of learners and thus saving both time and money. It also offers the possibility to practice numerous skills and repeat them as often as desired, permitting the creation of a more immersive experience than a single experience in the real environment, i.e., medicine, sport, aviation training, and laboratory work.