Metaverse explained for University Leaders: What is currently possible within the Metaverse? 2/4

I am not selling anything here. That should be self-evident given that my answer to the question “what is currently possible within the Metaverse?” is, not much. I could even suggest nothing, because ‘it’ doesn’t exist yet, certainly in the form it aspires to. What we have instead are partial experiences, glimpses into the promise of what the future holds. In part one of this four-part blog, I explored the definitions of what the Metaverse might be. We don’t have it yet.

Recent press (including this from the NYT), in part the reason for the delay in issuing this second of four short articles, have highlighted how deeply unpopular the concept of an immersive working environment in the Metaverse actually may prove to be. Meta’s own Horizon platform, the immersive environment that is the company’s manifestation of the Metaverse, is proving unpopular even amongst its own employees. Essentially, the Metaverse still remains largely the domain of ‘video games’. There is a serious risk of over-inflating the promise of a virtual reality workspace. Just as 3D films have repeated the cycle of innovation, technology breakthrough, costly implementation, partial deployment, and customer non-engagement, so it looks like the Metaverse risks repeating this trajectory.

If you are looking to review institutional strategies in the light of challenges and opportunities presented by the Metaverse, please feel free to get in touch with

Nonetheless, we should discuss what is currently accessible for educators. There are a range of AR and VR visualisations that aid learning. These include 3D visualisations of the human body for medical purposes, and of engineering and architectural designs that aid a deeper understanding of structure. The challenge for academics is to confront themselves with the question of whether learning gained through these 3D renditions adds enough value to warrant associated costs. If you were a medical science student before these visualisations were available, are you likely to have learned anything new from these 3D renditions? Are these 3D images necessarily enhanced by viewing them using VR headsets? It might be a ‘nice to have’, but does it warrant the not insignificant investment in staff training and equipment?

What is currently available in the commercial world,  notably in disaster response and security contexts, are a series of hyper-real representations of real-world scenes, as opposed to fantasy worlds, in which skills can be perfected. The most obvious in the public consciousness would be flight simulators on which pilots learn to master new aircraft. Surgeons have also benefited for some years from the VR renditions of difficult procedures that can be rehearsed before opening up a patient. Touching on a humanities field, but still with a foot firmly in the technical realm, the restoration team working on the Notre Dame in Paris collaborates within a VR version of the fire-gutted cathedral, discussing and experimenting with approaches before tackling the real thing. 

There is no doubt that the human brain is clever. Having a 3D visualisation of an object or a scene, displayed on a flat screen, satisfies most cognitive engagements. Is immersion in virtual reality either helpful or necessary?

Graphic design and game design students would undoubtedly benefit from practice suites to be able to design 3D models and game interactives. Saving individual students the cost of investing in the kit that is likely to be constantly upgraded as IT equipment manufacturers attempt to recoup their investments.  However, unless there is a distinct visualisation requirement,  asked of by current or emergent practice within the profession to which university programmes are aligned to, I would suggest there is no need to invest heavily in developing the in-house capacity to create VR experiences. It remains cheaper, not cheap, but cheaper, to employ either a third party, or your own student designers, to create experiences. 

What is less certain is the role that AR will play in the Metaverse. That’s for next time.

If you are looking to review institutional strategies in the light of challenges and opportunities presented by the Metaverse, please feel free to get in touch with

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