Inclusive Physical Education Across Schools Through a Shared Metaverse Environment

A Qualitative Case Study of a Remote Physical Education Lesson

Abstract

This qualitative case study examined a remote physical education lesson conducted through a shared metaverse environment connecting two geographically distant schools. The purpose of this study was to explore how an inclusive learning environment was constructed and how students’ participation was sustained in a school-to school context mediated by immersive digital technology. Data were collected through lesson video recordings, field notes, students’ verbal statements, and teacher interviews. These data were analyzed qualitatively to examine instruc tional design, patterns of participation, and students’ engagement within the virtual environment. The analysis fo cused on observable actions and recorded statements rather than inferred internal states. The findings indicate that a clear division of instructional roles among teachers supported smooth lesson progression while enabling diverse learners to participate without being separated from the group. One teacher primarily supported students’ physical engagement in the classroom, while the other monitored the virtual space and provided guidance based on avatar representations. In addition, avatar-based representation enabled students from different schools to engage in　physical activity as a single learning community. Physical differences among students were not visually emphasized, and wheelchair users participated in the same activity as their peers, with engagement observed through both behavior and verbal expressions. These results suggest that immersive digital technologies can function as mediational environments that restructure participation in physical education rather than merely compensating for　physical differences. The study highlights the potential of shared metaverse environments to support inclusive and embodied learning experiences across schools.