The EduSync Project: Exploring the Potential of Social VR for Online Collaborative Learning

Today, there is growing interest in the potential of the metaverse for education, particularly in the context of online collaborative learning. Although the term “Metaverse” has become a widely used buzzword, the most adopted form of this concept in current educational practice is represented by social virtual reality (VR). Unlike the broader vision of the Metaverse, which envisions persistent, interconnected virtual worlds, social VR environments typically offer temporary, tailored spaces designed for specific learning activities. Yet, they are designed to support co-location and real-time multi-user collaboration through avatar-mediated interaction. This allows users to engage and interact with one another in shared virtual spaces, creating conditions that closely mimic face-to-face collaboration.1 Social VR learning environments can be hosted on commercially available platforms such as Spatial or Engage, but researchers may also develop purpose-built platforms designed to meet the requirements of their specific studies.2 As such, social VR represents a promising alternative to traditional tools for online collaborative learning, primarily referring to videoconferencing platforms such as Zoom or Google Meet. In these conventional online environments, the lack of co-location and the limited availability of non-verbal cues and the restricted use of the body,3 may hinder the emergence of the “we-mode,” a state in which individuals perceive themselves as integral parts of a cohesive group and act with collective intentions, supported by underlying neuropsychological synchronization mechanisms.4 In traditional face-to-face classroom settings, these synchronization processes are naturally reinforced by physical proximity, shared space, and full-body interaction, which facilitate joint attention and smooth interpersonal coordination. This is where social VR platforms reveal their potential. By offering more immersive and embodied experiences, they realistically simulate key sensory and interpersonal aspects of in-person interaction, potentially activating the synchronization processes that underpin the “we-mode.”