METAVERSE CONCEPT AWARENESS AND APPLICATION LEVELS FOR PEDAGOGICAL PRACTICE AMONG UNIVERSITY LECTURERS IN KWARA STATE

Abstract

The metaverse represents a transformative shift in digital learning, offering immersive and interactive experiences that enhance pedagogical practices. Despite the emphasis on experiential learning, the Nigerian education system remains largely theoretical, thereby limiting practical skill development and necessitating innovative approaches, such as the metaverse. This study explores University lecturers’ awareness and application and usability of metaverse technologies for teaching in Kwara State, Nigeria. A descriptive research design of survey type was adopted using a structured questionnaire. Findings revealed low awareness of metaverse concepts, limited application and usability level. Paired samples t-tests showed significant differences between awareness and application levels (p = .000) and between application and usability levels (p = .000), suggesting gaps in adoption and ease of use. ANOVA results (p = .000) further indicated significant differences in usability perceptions across professional cadres. The study concludes that although lecturers show growing interest in metaverse technologies, usability challenges hinder effective integration. It recommends increased institutional support, targeted training, and improved access to metaverse platforms to enhance adoption and promote innovative teaching practices.