Author Information
Mathis Kleffner, FOM University of Applied Sciences, GermanyKaterina Schmitz-Jakovou, Universidad CEU San Pablo, Spain
Alexander Zureck, FOM University of Applied Sciences, Germany
Abstract
The metaverse is often described as the next evolutionary stage of the internet, enabling immersive, interactive, and persistent three-dimensional environments (Kreutzer & Klose, 2023). Such developments raise questions as to whether metaverse-related educational offerings could disrupt traditional learning formats, potentially constituting “creative destruction” in Schumpeter’s sense (Schumpeter, 1942). This study explores how members of Generation Z perceive immersive learning experiences after testing a set of XR applications (language learning, music learning, 3D design, mathematics, and fitness) on a stand-alone headset. Using a qualitative, exploratory research design, four problem-centred, semi-structured interviews were conducted (Witzel & Reiter, 2012) and analysed using qualitative content analysis (Kuckartz & Rädiker, 2023). The findings indicate broadly positive evaluations of immersion, interactivity, and self-paced learning. At the same time, participants highlighted barriers such as cost, limited institutional implementation, usability frictions, and uncertain societal adoption. Regarding creative destruction, respondents tended to view immersive offerings as complementary rather than fully substitutive at present. However, they anticipated that future hardware developments could increase adoption and, in specific domains, lead to greater displacement potential (Meta, 2024). Overall, metaverse-related learning is perceived as promising but not yet disruptive enough to constitute creative destruction in education under current conditions.
Paper Information
Conference: IICE2026Stream: Learning Experiences
This paper is part of the IICE2026 Conference Proceedings (View)
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To cite this article:
Kleffner M., Schmitz-Jakovou K., & Zureck A. (2026) Perceptions of the Metaverse in Education: An Exploratory Qualitative Study on Creative Destruction From the Perspective of Generation Z ISSN: 2189-1036 – The IAFOR International Conference on Education – Hawaii 2026 Official Conference Proceedings (pp. 77-83) https://doi.org/10.22492/issn.2189-1036.2026.8
To link to this article: https://doi.org/10.22492/issn.2189-1036.2026.8
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