Editorial: Navigating Ethical Challenges in the Metaverse

Mixed reality is positioning itself as the next evolution in personal computing, where 3D environments are collectively shaping a meta universe of virtual or mixed reality realms—commonly referred to as the “Metaverse.” The term itself derives from “meta,” a Greek word meaning “after,” “beyond,” or “transcending,” combined with “verse,” denoting “universe.” First introduced by Neal Stephenson in his science fiction novel Stephenson (1992), elements of this concept were already hinted at in Gibson (1984). While Gibson depicts a rather dystopian view, Stephenson envisions an online universe closely mirroring reality, where users can engage with avatars to escape real-world issues.

In the present day, technologies such as VR, AR, and MxR are transforming the Metaverse from fiction into reality. Virtual platforms are emerging as vital avenues for connection and engagement in digital spaces, significantly influencing our social interactions and business practices. The Metaverse is evolving into a multifaceted environment for work, learning, gaming, and beyond, comprising virtual worlds and other augmented spaces. Within these realms, elements of the real world can be digitally enhanced with live, interactive content that is perceptible to users (Smith, 2016). As a manifestation of mixed reality, the Metaverse emphasizes how digital and analog worlds can synergize to unlock new opportunities for learning, social interaction, and economic activity, alongside presenting unique challenges.

This Research Topic delves into various interpretations of the Metaverse and the ethical considerations surrounding it. As our physical world becomes increasingly machine-readable, ethical dilemmas arise. When users don mixed reality devices, they may inadvertently create intricate 3D models of their surroundings, capturing diverse real-world content, including data related to themselves and others. Many mobile devices, equipped with lidar technology, can generate a 3D representation of any environment or object (Demir, 2021). While depth sensors are integrated into various devices, mechanisms to safeguard personal identity and belongings remain underdeveloped. Furthermore, protocols to mitigate biases or track individual preferences based on gathered data are inadequate.

This information can enhance user experience; however, the fusion of technologies and machine learning also presents pathways for targeted advertising and manipulation (Bard, 2020). By analyzing vast amounts of data regarding user gaze, expressions, and movements, ethical concerns arise—involving the potential for exploitative models that can sway individual and collective behaviors for marketing or political manipulation. How can we mitigate the invasion of privacy, security, autonomy, and personal freedoms within mixed reality environments? What ethical design strategies can be employed to cultivate an open, responsible Metaverse?

The selected contributions probe several aspects of this Research Topic:

Smith et al.1 introduce the Shared Consent Framework (SCF), an ethical design approach aimed at guiding the development and application of Metaverse technologies centered on human wellbeing. The paper begins with an expansive definition of the Metaverse, reviews the consent-related challenges that arise, and investigates the knowledge gaps necessary for fair data use within this context. Specific consent challenges, such as unauthorized surveillance, are discussed, illustrating the need for established ethical and moral guidelines within large platforms. A novel five-stage SCF is proposed to address the shortcomings of current consent paradigms.

Rasool considers the risks associated with the integration of technologies like AI, the Metaverse, and Blockchain as they become increasingly sophisticated. Potential dangers include the risk of individuals relinquishing their cognitive functions and problem-solving abilities to machine intelligence. To counteract cognitive deterioration as machines advance, the authors advocate for new methodologies within Industry 5.0, which emphasizes harmonizing human and machine capabilities. The paper proposes that future coaching practices must encompass the mindsets, techniques, and technologies of 5IR. Additionally, it reviews emerging regulations, such as the EU AI Act, and introduces a novel paradigm termed “Coaching 5.0,” aimed at aligning coaching practices with the demands of 5IR environments.

Raja and Al-Baghli investigate the intersection of ethics and the responsible use of VR. Their inclusive definition of VR encompasses technologies referred to by companies and creators as the “metaverse,” or an artificial environment where individuals engage in simulated realities (Metz, 2021). The paper analyzes ethical issues related to VR usage, such as consent, privacy, and harm. Through a review of current literature, governmental documents, and an analysis of 300 Amazon reviews of top-rated VR products, the authors identify the ethical concerns of diverse audiences. They evaluate three frameworks that could steer users toward responsible VR engagement: 1) Institutional Review Board (IRB) frameworks, 2) a care ethics framework, and 3) co-created, adaptive ethical codes. This research synthesizes these three frameworks into a new ethical synthesis framework (ESF) aimed at guiding responsible usage.

Peña-Acuña and Rubio-Alcalá highlight the growing presence of immersive technologies (IM) in educational environments and the associated challenges stemming from insufficient familiarity and knowledge necessary for effective implementation (Jamaludin et al., 2020; Costan et al., 2021; González and Valencia, 2022). Utilizing a snowball documentary methodology, they explore the ethical implications of integrating advanced IM into education, revealing both challenges and benefits. Differences and similarities among AR, VR, and MxR technologies are examined, alongside ethical dimensions of access, protection, privacy, and design. A key finding indicates that while the Metaverse emphasizes identity protection, IM in education presents more pronounced ethical concerns. This research underscores the complexity of challenges associated with varying IM applications in educational settings compared to those in the Metaverse.

Together, these contributions probe ethical issues related to AI and IM (including VR, AR, and MxR) through diverse methodologies (e.g., literary analyses, white paper assessments, empirical studies) and perspectives (e.g., legal, user-centered, educational). They formulate frameworks and propose responsible strategies for addressing risks, ensuring privacy, and obtaining consent within the Metaverse. Notably, the contributions emphasize that current systems, processes, and methods fall short in adequately addressing IM challenges. Progress toward a more ethical and responsible utilization of such technologies relies on the insights presented within this Research Topic.

As educators, we face a significant challenge in fostering understanding of how these technologies can simultaneously facilitate and hinder progress. The ethical issues encountered in web-based contexts are complex for users, and this paper highlights that many of these difficulties are exacerbated when considering the Metaverse. As applications within the Metaverse continue to evolve, ethical concerns persist, and the education of users regarding these challenges related to privacy, security, and wellbeing struggles to keep pace with rapid advancements.

For future research, several urgent ethical questions are introduced that the current contributions merely begin to address, particularly those related to positive technological applications. For instance, the Metaverse holds the potential to empower individuals from marginalized groups and those facing vulnerable life circumstances, avenues that merit further exploration, such as through co-creation approaches and the development of platforms to fortify community support and engagement. We strongly advocate for such inquiries.