Metaverse, Artificial Intelligence and EaD in education: possibilities and limitations of DICT in the first quarter of the 21st century

Abstract

The article discusses the insertion of DICT in education and how the traditional/digital duality implies as frontiers of the teaching-learning process in the locomotive of the 21st century. To what extent is it possible to relate Artificial Intelligence (AI) EaD and Metaverse with education? The article aims to verify to what extent this relationship is being discussed in the literature. Data collection was carried out through an alert programmed in Google Scholar with the parameter “metaverse and education”. The same parameters were used for SCOPUS and Capes Periodicals Portal. In this way, the literature review took on contours of qualitative and explanatory research and virtual ethnography. The results point to concern with security and privacy on the network in the use of metaverses and AI. The issue of inclusion and digital literacy was identified as a barrier to be overcome. However, the consulted literature highlights that immersive technologies (metaverse) promote interactions and social and cultural relations.