Immersive learning ecosystems: The synergy of ChatGPT and metaverse in a higher education institute of technology in Ecuador

Abstract

This study explores the challenges and benefits of integrating ChatGPT and the metaverse at a higher education institute of technology in Ecuador, with an emphasis on two barriers—the digital divide and lack of training—that limit access to and the effectiveness of innovative teaching methods. Using a qualitative methodology, data was collected through semi-structured interviews, demonstration classes, and structured observation by involving 12 students and 3 professors. During the practical activities, participants shared their perceptions and experiences. The findings highlight that the metaverse facilitates the understanding of complex concepts and encourages collaboration in simulated environments, while ChatGPT promotes autonomy and personalization in learning. The use of ChatGPT to solve basic queries also reduced the teaching load and allowed professors to focus on facilitation and evaluation of student performance. However, challenges such as limited connectivity, inadequate equipment, and lack of prior experience hindered initial implementation. The participants emphasized that pedagogical guidelines were helpful in structuring the use of these tools. The study concludes that the synergy between ChatGPT and metaverse can transform higher education. However, it is necessary to provide specialized training and have inclusive policies to ensure equity and effectiveness in students’ access to these emerging technologies.