# Exploration of Educational Possibilities by Four Metaverse Types in Physical Education
## 3 Physical Education in a Metaverse Environment  
In the current physical education field, interest in and demand for teaching and learning activities based on virtual reality or augumented reality have been increasing, and are currently being developed [11; 12]. Among metaverse technologies, virtual reality education has achieved considerable publicity via the installing and supporting of \"virtual reality sports classrooms\" in several schools by the Ministry of Culture, Sports and Tourism of Korea two to three years ago. In addition, sports games using augmented reality--for example, screen golf, tennis, baseball, table tennis, yoga, dance, etc.--can be used as a means of instruction in physical education activities. On the other hand, the lifelogging  
Figure 1: Four Types of Metaverses. method records and manages physiological changes in the human body using a smart watch; wheras the mirror world is a model in which, for example, several people are riding bicycles together on one screen. Based on this, metaverse physical education classes are being practiced using artificial intelligence (golf, table tennis, e-sports), and are also exploiting the internet of mole (soccer, football, yachting) and big data (baseball, outdoors, basketball) [17]. In particular, the practice is spreading to physical education via virtual and augmented reality (basketball, skiing, surfing, rafting, etc.) and cloud subjects (F1, American football, baseball, e-sports). Case studies using mobiles (smart stadiums, mobile games) and the blockchain (living sports platforms, game prediction, sports media, etc.) have also been reported [18,19]. Table 2 shows the current level of technological development using the metaverse across the world [20,21]. For metaverse technology to be used effectively, a knowledge information delivery system in the internet environment must be in place, and information technology capabilities such as artificial satellite information networks must be developed beyond 5G or higher networks. In addition, devices that can show virtual reality comparable to actual reality must be developed. The advantages of augmented reality, lifelogging, and virtual reality are that they can be used even in a small space, knowledge can be shared quickly between instructors and learners, and costs can be low, because there is no intermediate margin such as distribution or transportation. The advantages of the mirror world are similar to those of the above three metaverse types, but here, the capacity for knowledge sharing between the instructor and the learner is unknown. The disadvantages of augmented reality, lifelogging, and virtual reality are that the purchase cost of the device is high, and the technical part is not easy to understand. On the other hand, in addition to these disadvantages, the mirror world also presents the disadvantage that it can only operate optimally when a computerized information network of 5G or higher is established. Virtual reality technology related to physical education has already been successful in VR boxing, VR tennis, and VR table tennis. In addition, augmented reality technologies such as screen golf, screen tennis, and screen baseball can be used as physical education curriculums. In particular, among metaverse technologies, lifelogging can be widely used in exercise physiology and training fields; while the mirror world also allows a professor and a large number of students to ride bicycles together and teach correct exercise methods on one screen. Figure 2 shows examples of augmented reality, lifelogging, mirror worlds, and virtual worlds within the physical education context, assessed according to the metaverse standards.