Metaverse gaming∙ a new era of entertainment, communication and education - XENIOS POLIS

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Metaverse gaming∙ a new era of entertainment, communication and education

Vassilis Bokolas, PhD¹

¹XENIOS POLIS, Greece

Abstract

The purpose of this study is to examine the dynamic relationship between the multiple dimensions of the metaverse and the rapidly growing field of digital, online games. As a starting point there is a need to separate the (re)branding “meta…” from the whole of the current, “big technology” of metaverse that is transforming all areas of human activity. In the core of this study, data – both literary and statistically – are presented; data that outlines the new reality of so-called metaverse gaming in entertainment, communication and education. In addition, focusing on the concepts of gamification and edutainment, the possibilities of coupling education and digital games in the new virtual world that is taking shape are outlined.

Keywords

metaverse; digital games; gamification; edutainment; metaverse gaming

1. Introduction

The concept of metaverse is defined as the ability to extend the physical world using augmented and virtual reality technologies that allow users to interact in real and simulated environments using avatars and holograms. Playful virtual environments and Massively Multiplayer Online role-playing games (MMOs) have been highlighted and described as precursors to the metaverse as they offer a first insight into the future socio-economic impact of a fully functional, persistent and cross-platform metaverse (Dwivedi, Hughes et al. 2022). In fact, the dimension of the metaverse as a “meeting place” of the physical and digital worlds is familiar to players of multiplayer online games, who spend a lot of time in the socialization forums of these games. In these ‘spaces’, communities of players meet – a habit that swelled during the COVID-19 pandemic – connect, communicate and interact in many ways, laying the foundations of so-called metaverse gaming (Bokolas 2025; Clement 2024a).

2. Gamification; connecting the “third space” and the metaverse

Gamification is related to the use of game elements in non-game environments, such as the fields of commerce, catering, education/training (Deterding et al. 2011). Review studies have demonstrated the positive role of gamification in communication, entertainment and education in both conventional and digital environments. The emphasis is on enhancing the attention and participation of users/learners, the dynamics of interaction, the possibility to respect personal needs and interests as well as the development of modern – digital and not only – skills (Bokolas 2025; Abadi et al. 2022; Sailer, Homner 2020).

The ‘playful experience’, which is seen as the essence of gamification, plays an important role in the positive impact of behaviour both institutionally, in institutions and organisations and on members of society. Study – with a focus on the methodological approach of interviewing – attempted to understand the role of gamification in the development of the metaverse from the perspective of designers from different fields and parts of the world. The analysis of the interviews led to four general theoretical components, namely the impulse experience, the flow experience, the alternate reality experience and the hedonic experience. The evidence demonstrated that gamification is inextricably linked to positive psychology and is shaped by -but yet shapes- the metaverse (Thomas et al. 2023).

On this basis, the category of digital games that deserves special mention are multiplayer games (e.g. Word of Warcraft, League of Legends, Fortnite, Minecraft, Among Us, etc.) and especially online games that allow the involvement of a large number of players, MMOs (Bartle 2016).  For several years now, these games have been called ‘third places’, spaces where players interact, create groups and communities, collaborate to solve problems, compete, discuss and develop social practices (Dalgarno, Lee 2010; Steinkuehler, Williams 2006; Kolo, Baur 2004). These interactions are a means of learning to play, a motivation to engage with play and a basis for alternative communication.

Nowadays, popular gaming platforms such as Roblox, Fortnite and Minecraft are creating an entire online multiplayer world. These are popular spaces for entertainment but also for meeting and socializing with a common interest base. In this context, activities that do not involve gaming, have typically increased. In 2021, about 60% of players in the United States had participated in non-gaming activities, with virtual re-enactments of social or life events within games being the most popular of these. Also in these online venues, players watched movies, TV shows, and in-game previews together (Clement 2024a).

In addition, in a 2023 survey on online gambling, non-gambling related activities are also an important part of the gaming environment. Approximately 64% of super gamers in the United States have participated in non-gaming activities, with socializing and meeting new people being the most popular activity, followed by watching entertaining videos and documentaries, attending live events, organizing virtual or real-world trips, and attending work-related training programs and seminars (see Table 1) (Clement 2024b).

Table 1. Share of gamers in the United States who have participated in select non-gaming activities or events within video games in the last 12 months in 2023, by engagement level

3. Entertainment or education? The answer is… Edutainment

Today we have to separate the hype and rebranding “meta…”, the well-known internet giant, from the image of a current, “big technology” that presents us with the transformative nature of the metaverse and how it will affect people at work, social interaction and leisure time. But while the technological infrastructure does not yet allow for the development of new virtual worlds on a large scale – worlds that our avatars could move across platforms, researchers recognize the transformative impact of the metaverse. The areas of activity that appear to be affected are marketing, education, healthcare, entertainment and social interaction. Furthermore, issues such as trust, privacy, bias, misinformation, law enforcement and the psychological dimensions associated with addiction attract attention (Dwivedi, Hughes et al. 2022).

Tukur et al. (2024) attempted a comprehensive overview of those current techniques and technologies on which metaverse development is based. “Extended Reality (XR)”, “Artificial Intelligence (AI)”, and “Decentralized Technologies” were the three most frequently cited technologies, appearing (respectively) in 73%, 40%, and 30% of the articles reviewed. The findings also reveal potential applications prominently in education, manufacturing, healthcare, and real estate.

From the above it seems that the metaverse, as a three-dimensional digital space, has already been announced as a trend of future education with great potential. The discussion has identified specific dimensions of metaverse applications, such as blended learning, language learning, competency and skills training, and accessibility education (inclusive education) (Zhang et al. 2022). Indeed, it is argued that a central role will be played by the trend towards edutainment, a hybrid type of pedagogical approach that combines learning and entertainment and relies heavily on visual materials, narrative or playful forms and a more informal, less teacher-centred pedagogical style (Buckingham, Scanlon 2000; Egenfeldt-Nielsen 2005). There is a growing interest in incorporating entertainment features into informal and formal education and the term ‘edutainment’ is also used to describe games that, while having an educational content and/or purpose, retain their entertainment dimension (Jarvin 2015).

The parallel, reciprocal development and the potential for coupling the metaverse and digital games seems to be a fact. It could not be otherwise, as digital games are now a universal phenomenon with complex socio-cultural dimensions, but also a booming industry with a global reach and a very large, ever-growing economic potential (cf. ESA, Entertainment Software association 2024, European Commission 2023). According to ESA data (2023a), in the US, digital game users reach up to 65%, of which a particularly high percentage (80%) tends to play with others, which shows the increasing connectivity of people through digital games. Similarly, in the case of Europe, 52% of the population aged 6 to 64 play digital games (Video Games Europe 2021).

In a global study, ESA (2023b) presented statistical data on players’ behaviours and interests. The researchers found that playing digital games is now much more than just entertainment. More than half of gamers, 64% worldwide say that digital games provide a healthy outlet and help them feel happier (63%) and overcome difficult times (52%). At the same time, digital gaming appears to be a powerful way to connect with others. Half of the world’s gamers play with others on a weekly basis online and more than a third play with other people in person. Also, for the first time, study cites researchers’ findings that digital games can help to enhance basic cognitive skills and improve attention, control and reading (Pasqualotto et al. 2022; Chaarani et al. 2022).

The educational potential of digital games has long been demonstrated in the international literature (Bokolas 2025). In fact, nowadays digital games are additionally emerging as a serious area of skill development (Stafford & Vaci 2022). The above data has not escaped the attention of the European Union, which in a recent study demonstrates the importance of digital games in education and in the development of modern skills (European Commission 2023, 104-137). Interestingly enough, alongside studies highlighting the pedagogical value of digital games, it is those, the commercial digital games (AAA[1]) that on the one hand develop educational initiatives (see Ubisoft, Discovery Tour[2]) but on the other hand are rapidly being integrated into educational systems of all levels. This happens either with their commercial version or with a version specifically designed for educational use (see Minecraft Education Edition, CivilizationEDU) (Bokolas 2019, 2025).

4. Conclusions

It is commonly accepted that we are entering a new era of entertainment, communication and education, the era of the metaverse. The role of digital games – among other technologies – seems to be central in shaping this world. Metaverse gaming is a new contemporary field with a great potential but at the same time is creating ethical issues such as property rights, privacy concerns, potential exploitation and susceptibility. Also, particular emphasis seems to be placed on the growing presence of artificial intelligence in digital games, exploring its role in addiction mechanisms, the potential spread of harmful behaviours and the reinforcement of cultural biases (Gil et al. 2023). In any case, however, as Stafford and Vaci (2022) argue, the data from digital game use demonstrates the positive role of gamification and digital games in communication, entertainment and education. It appears that such data can confirm, challenge and extend existing evidence on the psychology of cognition, allowing for the understanding and coupling of the multiple factors that influence learning.

5. References

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Bokolas V. (2025), Culture and Digital Games” (under publication).

Buckingham, D. & Scanlon, M. (2000). That is edutainment: Media, pedagogy and the market place (Paper presented to the International forum of researchers on young people and the media, Sydney).

Chaarani B., Ortigara J., Yuan D., Loso H., Potter A., Garavan HP. (2022), Association of Video Gaming With Cognitive Performance Among Children, JAMA Netw Open 5, 10, doi:10.1001/jamanetworkopen.2022.35721

Clement J. (2024a), Video gaming and the metaverse – Statistics & Facts https://www.statista.com/topics/9490/metaverse-and-video-gaming/#topFacts

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[1] The term (ΑΑΑ) Triple-A is an informal classification used for video games, which typically have higher development and marketing budgets than other categories of games. These are high production/ promotion games, similar to blockbuster films of global reach.

[2] Discovery Tour by Ubisoft: Teacher Learning Resources | Ubisoft (US)