The transition to the Immersive Didactics From educational solutions during the confinement of Covid-19 to the teaching in the metaverse
Organization: Democratic Arab Center-Berlin-Germany
The #Democratic_Arab_Center based in Berlin-Germany, is pleased
to announce the International Online Conference on
The transition to the Immersive Didactics
From educational solutions during the confinement of Covid-19 to
the teaching in the metaverse
Date: 24-25 December 2022
In collaboration with
Lab “Index and Archive of Revolutionary Films in Algeria
The conference will be held using the technology of video lectures
via the Zoom application
Conference President: Dr Faten Mohamed RIDENE, Centrale’Com_Université -
Centrale- Honoris United Universities-Tunisia
Chairman of the Scientific Committee: Dr Ali CHAMSEDDINE_Higher Institute of
Arts and Crafts-University of Gabes-Tunisia
Pr Aissa RASSELMA: University of Oran Ahmed Ben Bella-Chief Editor of the
international scientific Journal Cinema Horizons and head of the research lab:
the indexing of Algerian Revolutionist Movies-Algeria
Pr Ammar CHARAANE: President of the Democratic Arab Center -BerlinGermany
Chairman of the Organisation Comittee:
Dr Firas TRABELSI, Higher Institute of Music-University of Sfax Tunisia
General Coordinator: Pr Karim AICHE-Democratic Arab Center-Berlin-Germany
Chairman of the Editing Committee: Dr Ahmad Bohkou- Democratic Arab
Didactics, like any other fields of science, has embarked on a process of
transformation that has been the product of the fourth industrial revolution. It
has delivered most educational programmes to the student in an interactive
way, ostensibly taking a cursive form in its relations with users regardless of the
diversity of their educational field, while hiding a very complex form at the level
The use of the 'metaverse' technique in teaching has been going on since the
beginning of the twenty-first century; it is called 'second live' (Michael, et al.,
2008, p. 17). It is a technique that has been used since its beginnings for gaming
and entertainment purposes, and then directed towards learning as one of the
digital means used by the teacher to get away from the routine of traditional
teaching modes, or as a means of reward and encouragement for the student to
progress in the learning process and or problem solving, to be able to create
virtual cities between which characters can migrate through teleportation
(RIDENE, 2018, p. 5).
The world of the metaverse takes the form of a simulation-based multimedia
environment via the internet, designed to allow users to experience and interact
through their self-representations of 'Avatar' (Boulos, Hetherington and
This meta-verse operates with an intensity of use comparable to that of the
world of surfers alongside interactive and entertainment games thanks to the
precision offered by this technology, which has a logarithmic basis, based on
usage statistics to detail results proportional to the measures of understanding
and mastery specific to each Internet user.
The world of the metaverse has gone far beyond its entertainment purpose,
attracting the attention of researchers in many fields; who have even deviated
from its use according to the dictates of the "Ritual of the Fourth Industrial
Revolution", if that term is acceptable, and in the face of the need to turn to a
virtual world, to keep pace with its development in order to achieve detailed
results, maintained by measures including its radiation limits. In the field of
medicine, for example, tele-surgery has emerged and evolved alongside the
healthcare 5.0 metaverse to eventually combine surgical techniques between
mixed reality systems: cobots and the Internet of Things (IoT). (Bhattacharya, et
al., 2022). In addition, and in the field of heritage conservation, much expanded
models have been created for visiting museums and getting closer to cultural
heritage through the use of virtual and augmented reality (Trunifo, Lucia,
Campana and Magnelli, 2022).
The varieties of virtual, augmented, extended and mixed realities have
encompassed many areas and it is necessary to keep pace with this evolution,
especially in the context of educational didactics.
Although thinking about virtual education began almost two decades ago, the
development of this research only began to accelerate in the context of the full
quarantine of the COVID-19 pandemic, which was suffered by all countries in the
world. This affected the educational programmes, in the exact sciences, the
humanities and the arts, which experienced a qualitative leap in a period of two
years (from the census of deaths at the end of 2019 in Ohan, China, to the
discovery and promotion of its vaccine worldwide through a list published by the
World Health Organisation of Astrazenica, Jhonson, Moderna and other
vaccinations). (WHO, 2022).
This important period has pushed teachers to find innovative ways to teach
interactive courses, in ways and approaches that are consistent with virtual
reality, especially as students are attracted to the metaverse, whether it is the
three-dimensional embodiment of human anatomy in medical studies (Ayiter,
2010), or the transmutation and synthesis of mechanical molecules with the help
of cobots, or the adoption of other educational capabilities that are still in the
process of being experimented with, or that have not yet been developed.
We aim, through this international conference, to question the transition
observed by the didactics of teaching, regardless of its scientific, literary or
artistic field, to provide teacher-interactive lessons, as limiting the presentation
of lessons to "PowerPoint" slides or PDF files uploaded on teaching platforms,
no longer meets the requirements of the learner. Therefore, the serious quest
was to create interactive lessons that focus on the student's contribution to
learning, understanding and application of what they have learned, thus going
beyond the educational objectives to shape their personality. This sculpture will
result in a more effective person, willing to confirm his or her individual and
collective capacities, capable of critical thinking, which will lead to a leadership
spirit. Such an education offers the necessary guarantees to create a generation
of graduates capable of entering the labour market with confidence and fluidity.
Keeping up with the fourth industrial revolution has become an imperative for
teachers in various fields and from all walks of life, in order to be ready to enter
the digital world more easily, from the Internet of Things (IoT) to Artificial
Intelligence (AI) to virtual, augmented and mixed reality, all of which are grouped
together in the meta-verse; their aim being to bring the foundations and
didactics of teaching into line with international trends and rapid developments
on a digital and technical scale.
This is what we are trying to present at this international conference on "The
transition to immersive didactics: from educational solutions during Covid-19
containment to teaching in the metaverse".
1. Experiences with the integration of didactics of science, literature and
education of art in the meta-verse.
2. Dangers and obstacles of adopting the meta-verse in the field of education.
3. Artificial intelligence in service of immersive teaching
4. Embodiment and scenography in immersive education
5. Immersive education from a medical and religious point of view
Participation Fees :
- The participation is free of charge
- Each participant would receive a digital copy of the conference proceedings
book with an ISBN, a certificate of participation to the international conference,
and a certificate of publication of a book chapter. The best contributions would
subsequently be published in: International Journal of Scientific ConferencesISSN 2701-3995 edited by the Democratic Arab Center.
- The research that would be accepted and published would express only the
opinions of their owners, who assume full responsibility the data in addition to
the violation of scientific rules, ethics and honesty.
1-Deadline for submission of full texts, according to the proposed Template:15-
10-2022 - The docu scripts would be subject to an anonymous double reading
2- Notification (agreement/conditional agreement with corrections to be made
to the article/refusal): from 20-11-2022
3- Deadline for sending the full text: 10-12-2022
4-Date of the international conference: 24/25 December 2022
Contributions should be sent to the following addresses: firstname.lastname@example.orgemail@example.com
Democratic Arab Centre-Berlin-Germany (research institution)
Deutschland - Berlin
Viper-Watts App: 0049174278371
Conditions of participation :
1. The research must be original and not published or submitted to another
2. The researcher must prove through his/her contribution: originality, depth in
his/her research, and above all adhere to the scientific and methodological
requirements according to the standards (APA7).
3. Each contribution must be between 15 pages min. and 25 pages max.
(including references and appendices), and saved in Word format 365
4. The contribution, whatever language, must include an abstract in English and
an abstract in Arabic.
5. Conference languages: Arabic / English / French.
6. The article must be written in (adobe naskh medium) font size 16 for Arabic
and (calibri (body)) font size (12) for Latin languages.
7. Co-authored participations are not accepted.
8. Targeted participants: Professors, researchers (PhD students), academics and
experts with experience in teaching didactics
Dr Faten RIDENE