## 1 Introduction  
Due to the COVID-19 pandemic, most in-person academic institutions and classes have shifted to online education. Online communication employs remote methods that include video conferencing, e-mail, and voicemail [1]. According to market research and consulting firm Gartner, the permanent transition to virtual meetings after the pandemic is expected to reach 75% by 2024 [2]. Remote training and business meetings are mainly conducted through video conferencing platforms, which have the advantage of not being limited by physical space. Based on these advantages, real-time video communication methods are expected to continue expanding even after the pandemic. However, with the prevalence of online education, the term Zoom fatigue has emerged [3], which implies that video training and conferences create a sense of fatigue. There are many causes of Zoom fatigue. One cause is the fact that the faces of attendees are seen more closely than in face-to-face meetings. Another is the fact that a participant's body movements are restricted by the range of their webcam. A third cause of fatigue is the cognitive load that results from looking at your own face in real-time throughout a meeting [4]. Moreover, teachers and students have had to adapt to new teaching methods, and many have tended to be unprepared [5]. A study by [PERSON] et al. found that 72% of 3080 participants reported difficulty following the curriculum after switching to digital education [6]. According to a study by [PERSON] et al., students reported difficulty concentrating in online classes compared to in-person classes and had worse learning outcomes. They perceived a higher academic intensity in terms of greater stress in adapting to the new education system. In particular, students from underdeveloped, remote, and rural areas reported notable difficulty taking online classes due to poor Internet connections or lack of electricity [7]. Due to the nature of video education, students exhibit a passive level of participation compared to in-person classes. Some students have issues with the lack of non-face-to-face interaction with instructors and classroom socialization [8]. Online lectures are limited by their inability to enhance theoretical knowledge with face-to-face practice. A compound educational method, incorporating both theory and practice, is required to ensure active participation. [PERSON]'s Cone structures the learning experience as a transition from detail-based empirical learning in the lower levels to language-based outline learning in the upper levels. [PERSON] suggests that specific and abstract learning experiences should be balanced in a real learning environment based on this model [9]. In this context, we propose the convergence of virtual reality (VR) and the metaverse to create an educational method that blends abstract and specific learning. VR is a technology that allows users to effectively immerse themselves in a virtual environment, providing a new alternative to remote education [10]. Education using VR also has the advantage of enabling safe simulations of scenarios that would be dangerous in a physical setting [11]. VR is receiving more attention as it is combined with the concept of the metaverse, a three-dimensional virtual world. A metaverse--a portman-teau of \"meta\" and \"universe\"--is a three-dimensional virtual world that incorporates social and economic activity. In a metaverse, interaction is possible using a virtual avatar that acts as an agent for each user. Therefore, it is possible to build a virtual environment that can be used for education and interpersonal real-time interaction in a metaverse. This would allow students to interact face to face in a virtual classroom without having to attend class physically. In this study, we propose an immersive education system that combines VR and metaverse to enable real-time interaction with others remotely. The proposed system was developed using Unity3D [12], a real-time interactive 3D content development and operation platform.