By: Marcel Mosswood
As an educator deeply committed to integrating immersive technologies in learning, I had the privilege of guiding a group of students through a transformative experience in the metaverse. Together, we participated in the Student Challenge held by VWEC (Virtual World Education Consortium), a competition that encourages learners to design and build creative, research-based virtual environments. We joined with three dedicated teams under the collective name Ice BeAm Team, each of them bringing unique perspectives and thoughtful designs into the metaverse.
As an educator deeply committed to integrating immersive technologies in learning, I had the privilege of guiding a group of students through a transformative experience in the metaverse. Together, we participated in the Student Challenge held by VWEC (Virtual World Education Consortium), a competition that encourages learners to design and build creative, research-based virtual environments. We joined with three dedicated teams under the collective name Ice BeAm Team, each of them bringing unique perspectives and thoughtful designs into the metaverse.
The first team, Blue, developed a project titled The Rise of H2O, which explores the profound impact of global warming on water systems. What made this team’s building especially compelling was their use of extensive literature-based research to inform the entire virtual experience. Their environment provided a comprehensive narrative—from rising sea levels and melting glaciers to disrupted water cycles—presented in an engaging, visually informative format that invited users to explore and reflect.
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| Blue Team building: The Rise of H2O |
The second group, Orange, chose a more futuristic theme with their project, Moon Life: Dream or Reality?. Their virtual space simulated conditions on the moon, examining how lunar phases and environmental factors would affect the possibility of human habitation. The highlight of this project was the Lunar Cycle Interactive Ride, an experiential attraction where avatars could ride through the different phases of the moon while absorbing key facts and scientific insights. This interactive component turned abstract concepts into tangible experiences, making learning both fun and memorable.
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| Orange Team building: Moon Life: Dream or Reality |
Our third team, Red, focused on the very real and pressing issue of natural disaster preparedness. Their project, Earthquake Resistance House, modeled how Japanese architectural strategies are applied to build earthquake-resilient homes. Their virtual environment featured a simulation video of an earthquake, utilizing assets from our metaverse school, Suluh Bangsa Mulia. This simulation provided users with an understanding of how specific structural elements help reduce damage during seismic events—a vital topic for students living in earthquake-prone regions.
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| Red Team building: Earthquake Resistance Building |
Behind each of these projects was a rigorous research process. The students built upon lessons they had previously studied in school, applying them in meaningful ways that demonstrated both comprehension and creativity. We encouraged them to investigate beyond the classroom, seek credible sources, and collaborate intensively as part of their project development.
Participating in the VWEC Student Challenge was more than just a competition for us—it was a milestone in experiential learning. It showed how virtual environments can serve as powerful platforms for scientific exploration, critical thinking, and teamwork. Through the lens of the metaverse, our students not only learned new content but also developed skills that will be essential for their future academic and personal growth.
Marcel Mosswood
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