The data under the needs analysis were collected by the Metaverse Academy initiative between May – September 2024 among more than 2 000 university students in 8 countries. The overall results show that:

• In Greece and Sweden, more than 57 % of students have already used XR technologies.
• 35 % of Bulgarian and German students have been exposed to immersive technologies.
• Numbers for other countries are as follows: Romania (29.7%), Slovakia (22.2%), Turkey (18.3%) and Israel (16.1%).

Slovakia’s overall perspective
The relationship with XR technologies in educational contexts reveals a diverse spectrum of awareness, usage, and potential for future engagement in Slovakia. The data presents a detailed picture of students’ experiences with XR, highlighting the existing challenges and the opportunities for educational institutions to enhance the integration of these innovative tools in learning environments. By closely examining the statistics, we can understand how Slovakian students interact with XR technologies and what measures can be taken to improve their educational experiences.

Awareness gap
Beginning with awareness levels, 31.1% of Slovakian students reported having never heard of XR technologies. This figure is concerning, as it indicates that a significant portion of the student population is unfamiliar with these immersive tools.

In Slovakia’s growing emphasis on modernising education and embracing technology, this unawareness suggests a critical area for improvement. Educational institutions must proactively raise awareness about XR technologies among students.

This can be achieved through various initiatives, including workshops, information sessions, and digital marketing campaigns that introduce students to the concept of XR and elucidate its potential benefits in enhancing learning outcomes. Creating engaging promotional content demonstrating the real-world applications of XR technologies could pique students’ interest and encourage them to explore these tools further.

From awareness to experience
Regarding familiarity, 33.3% of students indicated that they have heard of XR technologies but have never used them. This statistic highlights a notable gap between awareness and practical experience, reflecting the need for greater access to XR technologies in educational settings.

While students may have some knowledge of XR, they need more hands-on experience to understand and fully appreciate its potential. Factors contributing to this gap may include limited availability of XR devices in schools, a lack of integration of XR into the curriculum, and insufficient training for educators on effectively incorporating these technologies.

To bridge this gap, Slovakian educational institutions should prioritise establishing accessible XR experiences within their curricula, ensuring that students have opportunities to engage with XR technologies in meaningful ways. This could involve creating dedicated XR-focused courses or modules and collaborating with technology providers to facilitate access to XR tools.

Demo-only exposure
The data shows that 13.3% of Slovakian students have seen demonstrations of XR technologies but have never used them. While this indicates that some students have been exposed to XR in a limited capacity, the lack of hands-on experience underscores the need for more interactive learning opportunities.

Demonstrations can provide valuable insights into how XR technologies operate but may not be sufficient to foster a deep understanding of their applications. Therefore, educational institutions should aim to complement demonstrations with interactive experiences that allow students to engage with XR technologies first-hand.

This could include arranging workshops where students can experiment with XR tools, participate in collaborative projects that utilise XR, or engage in guided learning activities that leverage the immersive nature of these technologies.

Infrequent use
The data also indicates that 22.2% of Slovakian students have used XR technologies a few times. While this is a promising figure, engagement with XR remains sporadic. The frequency of use points to an existing interest among students but also highlights the need for more structured opportunities for consistent engagement.

To encourage more profound and more regular interaction with XR technologies, educators must create an environment that facilitates ongoing exploration and experimentation. This could involve incorporating XR into regular classroom activities, promoting XR tools for collaborative projects, or developing assignments to encourage students to explore XR technologies in greater depth.
Slovakian institutions can enhance students’ familiarity and comfort with these innovative tools by fostering an ongoing dialogue around XR and integrating it into the fabric of the educational experience.

Conclusion
The data from Slovakia presents a multifaceted view of student experience with XR technologies. While awareness levels are relatively low, the existing engagement among students who have used XR a few times indicates potential for further development.

The Metaverse project is here to assist the educational institutions, not only in Slovakia, to change the status quo. The project partners plan to develop immersive training courses on technology and entrepreneurship. As well as to share best practices across the sEU education.

Find out more about the Metaverse Academy initiative, its goals and activities:
https://metaverse-academy.tech/