Inclusion of Metaverses in the Development of the Flipped Classroom in the University environment: Bibliometric Analysis of Indexed Scientific Production in SCOPUS


  • Omar Chamorro-Atalaya
  • Víctor Durán-Herrera
  • Raul Suarez-Bazalar
  • Constantino Nieves-Barreto
  • Julio Tarazona-Padilla
  • Milagros Rojas-Carbajal
  • Yreneo Cruz-Telada
  • Juan Caller-Luna
  • Ronald Alarcón-Anco
  • José Antonio Arévalo-Tuesta


flipped classroom; metaverse; augmented reality; virtual reality; higher education


The flipped classroom as a teaching strategy implies a change in the traditional class dynamics; however, in recent years the use of metaverses has been incorporated in the development of flipped classrooms, seeking to provide a more immersive and interactive environment for the student. Therefore, it is necessary to analyze and identify the existing gaps in the scientific production that investigate the inclusion of metaverses in university education. In this sense, the purpose of this study is to examine and present currents of study related to the integration of metaverses in the development of the flipped classroom, in university environments, using bibliometric analysis regarding academic works indexed in the Scopus database, between 2013 and 2023. The results obtained show a constant growth in scientific production. This increase is influenced by the context of the COVID-19 pandemic and the search for more immersive and effective solutions in virtual education. The predominant thematic areas focus specifically on the use of virtual reality and augmented reality as key elements for the design and construction of metaverses, which, combined with gamification techniques, lead to the development of flipped and immersive classrooms. In this sense, based on the identified results, it is concluded that there is a gap in the research corpus that needs to be addressed in terms of guidelines and good practices for the effective integration of metaverses in flipped classrooms.


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