Metaverse or Virtual Reality? What is the Difference?

By:  Carley Jans, Ph.D Candidate, Cherie Lucas, Ph.D., BPharm, Grad Cert Edu Stud (Higher Educ), MPS, and Tracy Levett-Jones, Ph.D.

The use of virtual platforms in healthcare education has evolved over the past several decades and included such terms as augmented reality, virtual reality, mixed reality, and, more recently, Metaverse. A recent Pulses post has indicated the confusion surrounding these platforms, what they involve, and how they are implemented. Despite the increasing popularity, definitive classifications of these terms remain elusive, and too often, are used interchangeably. Understanding the differences can assist educators in developing curricula aligned with the available resources, space requirements, and learning context (see Table 1).

Definitions:

Augmented reality (AR) involves superimposing computer-generated virtual images on the real world allowing learners to view and interact with the virtual content in real-time.  Virtual information is mapped onto the physical environment,¹ allowing the virtual object to co-exist in the same space as the real world. In other words, “AR supplements reality rather than replacing it.”

Virtual reality (VR) uses three dimensional (3D) digital representation of objects or the environment.  There are two main categories: desktop VR (D-VR) and immersive VR (I-VR). ³  In D-VR, the user controls and manipulates the virtual environment through a computer whilst I-VR provides is immersive with 360^o visuals using a head-mounted display (HMD), auditory stimulation using headphones or built-in speaker enabling the proprioception of limbs through hand controllers and tracking. Essentially, all input besides the virtual space is isolated, transporting the user to a different time and place.^2,3

Mixed reality (MR) is a blend of technologies used to influence a user’s perception of an experience.³ MR systems unite the real world with computer-generated objects allowing the user to interact in real-time. This approach combines both AR and VR technologies.⁴

Extended Reality(XR) encompasses AR, VR, and MR, within interactive virtual environments. ⁵ XR, therefore, connects computer technology to the physical environment to extend the user’s experiences beyond the real world.  

More recently, the term Metaverse has grown in popularity since CEO Mark Zuckerberg changed Facebook to Meta and pledged 150 million dollars for research into this space.  Metaverse is the virtual space in which AR, VR, MR, and XR occur.  It is also referred to as a virtual environment or virtual world. Metaverse can be considered an immersive digital space connecting all virtual technologies and users, represented by avatars. This platform can securely allow the learner to engage in social and economic activities that exceed the limits of the real world. Unlike other virtual technologies, Metaverse places the user continually within the internet rather than just accessing it, creating a sense of presence.

Table 1: Virtual Technology Platform: Pros and Cons

Pros
	AR	VR	MR	XR	Metaverse
Enhanced user experience/interaction	√		√
Immersive and Engaging Experience				√	√
Increased Collaboration and Communication			√	√	√
Social interaction	√	√	√	√	√
Used in training and simulation		√	√	√	√
Enhanced Connectivity					√
Creative Expression					√
Cons
Cybersickness	AR	VR	MR	XR	Metaverse
Ethical and Social Implications		√	√	√	√
Technical Challenges	√		√	√	√
Cost and Accessibility		√	√	√	√
Privacy and Security Concerns	√				√
Environmental Impact					√

How does understanding the differences between AR, VR, MR, XR, and the Metaverse help the teaching and learning environment?

Today’s learners mostly consist of the digital native generation; a generation that has grown up surrounded by technology. Utilizing various technological approaches prepares future graduates with the requisite skills required to perform in a digitally enhanced workforce. Understanding the difference between these elements of virtuality assists educators in effectively planning learning experiences that best suit students’ needs.  A sound understanding of the differences between these modalities gives educators greater scope to implement and engage learning opportunities within education. Furthermore, all modes of virtuality improve critical thinking and problem-solving at some level, and understanding the capability of each virtual modality affords an opportunity for educators and content creators to scaffold learning to improve these cognitive skills over time.

Table 2: Applications of Virtual Technology in Pharmacy Education

	AR	VR	MR	XR	Metaverse
Virtual Laboratories	√			√
3D Anatomy and Physiology Visualization	√	√	√	√	√
Drug Information and Interaction Visualizations	√	√		√
Medication Administration Training	√		√	√
Pharmacy Workflow and Practice Simulations	√
Disease Simulation	√
Medication Labeling and Packaging	√
Accessibility and Inclusivity	√	√	√	√
Simulation of Pharmaceutical Processes		√			√
Medication Dispensing and Compounding Practice		√		√
Clinical Decision-Making Scenarios		√	√	√
Virtual Patient Consultations		√		√
Remote Learning and Telepharmacy		√	√		√
Interdisciplinary Training		√	√	√	√
Immersive Learning Environments					√
Virtual Conferences and Workshops					√
Research and Drug Development					√

What are you implementing in your curricula to assist students in developing their AR, VR, MR, XR, and Metaverse skills or to create unique virtual learning opportunities?

References

1. Ley D, Parkes D, Walton G. 6-emerging technologies for learning. Web 20 and Libraries. Chandos Publishing; 2010:123-168.
2. Hamilton D, McKechnie J, Edgerton E, Wilson C. Immersive virtual reality as a pedagogical tool in education: a systematic literature review of quantitative learning outcomes and experimental design. Journal of Computers in Education. 2021;8(1):1-32.
3. Ziker C, Truman B, Dodds H. Cross reality (XR): Challenges and opportunities across the spectrum. Innovative learning environments in STEM higher education: Opportunities, challenges, and looking forward. 2021:55-77.
4. Onime C, Uhomoibhi J, Wang H, Santachiara M. A reclassification of markers for mixed reality environments. Campus-wide information systems. 2021;38(1):161-173. doi:10.1108/IJILT-06-2020-0108
5. Reiners D, Davahli MR, Karwowski W, Cruz-Neira C. The combination of Artificial Intelligence and Extended Reality: A Systematic Review. Frontiers in Virtual Reality. 2021;2:721933.

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Author Bio(s):

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Pulses is a scholarly blog supported by Currents in Pharmacy Teaching and Learning