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Gamification and digital equity: analysis of educational designs in the metaverse for vulnerable populations

Author

Listed:
  • Pedro Luis Bracho-Fuenmayor
  • Yhadira Huicab García
  • Elisabeth Viviana Lucero Baldevenites
  • Jennifer Mejía-Ríos
  • Ángel Saúl Díaz-Téllez

Abstract

This research critically examines the challenges and opportunities of educational gamification in the metaverse for vulnerable populations by exploring how structural inequalities—technological, cultural, and pedagogical—shape its implementation. Through a thematic analysis of academic literature, case studies, and public policies (2019–2024), five key dimensions are identified: accessibility, ethical dilemmas in personalization, cultural anchoring of gamified narratives, the teacher's role in technological mediation, and digital equity. Despite the metaverse's democratizing potential, findings reveal its tendency to replicate physical exclusions, particularly in contexts of poverty and ethnic marginalization. The study underscores the urgency of co-creative approaches prioritizing community agency and epistemic justice. It proposes redefining gamification as a space for political contestation where technology fosters expanded educational rights.

Suggested Citation

  • Pedro Luis Bracho-Fuenmayor & Yhadira Huicab García & Elisabeth Viviana Lucero Baldevenites & Jennifer Mejía-Ríos & Ángel Saúl Díaz-Téllez, 2024. "Gamification and digital equity: analysis of educational designs in the metaverse for vulnerable populations," Metaverse Basic and Applied Research, AG Editor, vol. 3, pages 1-.105.
    • Handle: RePEc:dbk:metave:v:3:y:2024:i::p:.105:id:.105
    DOI: 10.56294/mr2024.105
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