Roblox in Higher Education: Opportunities, Challenges, and Future Directions for Multimedia Learning

Abstract

Roblox is widely recognized as one of the most popular metaverse games, boasting millions of users across the globe. The focus of this paper is on the impact of Roblox on higher education, exploring how it can be utilized as a valuable educational tool and the benefits and opportunities that can be created by integrating it into university courses. Additionally, this study investigates the challenges faced by students and educators when attempting to integrate Roblox into curricula. Previous research has primarily focused on Roblox’s impact on elementary schools, leaving unexplored its potential as a metaverse learning platform for higher education. To address this gap, a systematic literature review was conducted to extract themes from the selected literature, identify gaps, and draw conclusions. The study reveals that Roblox can be an effective tool for higher education and has the potential to gamify any university course. However, there is little awareness among educators about metaverse, and creating a customized 3D environment and coding it using Lua to create games can be a challenging task for them. The potential of Roblox as a learning platform for higher education has not been explored much. This study aims to investigate the perspective of students on Roblox’s integration as an educational tool using the TAM model, which states that computer acceptance depends on perceived usefulness and ease of use. The study will examine the potential of Roblox as an educational tool for higher education, as previous research has been limited to elementary schools.

Full text

32 International Journal of Emerging Technologies in Learning (iJET) iJET
| Vol. 18 No. 19 (2023)
iJET | eISSN: 1863-0383 | Vol. 18 No. 19 (2023) |
JET International Journal of
Emerging Technologies in Learning
Alhasan, K., Alhasan, K., Al Hashimi, S. (2023). Roblox in Higher Education: Opportunities, Challenges, and Future Directions for Multimedia Learning.
International Journal of Emerging Technologies in Learning (iJET), 18(19), pp. 32–46. https://doi.org/10.3991/ijet.v18i19.43133
Article submitted 2023-05-14. Revision uploaded 2023-08-01. Final acceptance 2023-08-03.
© 2023 by the authors of this article. Published under CC-BY.
Online-Journals.org
PAPER
Roblox in Higher Education: Opportunities, Challenges,
and Future Directions for Multimedia Learning
ABSTRACT
Roblox is widely recognized as one of the most popular metaverse games, boasting millions
of users across the globe. The focus of this paper is on the impact of Roblox on higher edu-
cation, exploring how it can be utilized as a valuable educational tool and the benets and
opportunities that can be created by integrating it into university courses. Additionally, this
study investigates the challenges faced by students and educators when attempting to inte-
grate Roblox into curricula. Previous research has primarily focused on Roblox’s impact on
elementary schools, leaving unexplored its potential as a metaverse learning platform for
higher education. To address this gap, a systematic literature review was conducted to extract
themes from the selected literature, identify gaps, and draw conclusions. The study reveals
that Roblox can be an eective tool for higher education and has the potential to gamify any
university course. However, there is little awareness among educators about metaverse, and
creating a customized 3D environment and coding it using Lua to create games can be a chal-
lenging task for them. The potential of Roblox as a learning platform for higher education has
not been explored much. This study aims to investigate the perspective of students on Roblox’s
integration as an educational tool using the TAM model, which states that computer accep-
tance depends on perceived usefulness and ease of use. The study will examine the potential
of Roblox as an educational tool for higher education, as previous research has been limited
to elementary schools.
KEYWORDS
Roblox, higher education, metaverse, Technology Acceptance Model, Gamication
 INTRODUCTION
In recent years, the use of video games in education has gained increasing
attention as a potential means of enhancing student engagement and learning
outcomes. Despite previous perceptions of video games as being juvenile and
immature, contemporary research has revealed that gaming interventions
Khaled Alhasan1(),
Khawla Alhasan2,
Sama’a Al Hashimi3
1American University of
Bahrain, Ria, Bahrain
2University of Kent,
Canterbury, United Kingdom
3University of Bahrain,
Sakhir, Bahrain
khaled.alhasan@
aubh.edu.bh
https://doi.org/10.3991/ijet.v18i19.43133

iJET | Vol. 18 No. 19 (2023) International Journal of Emerging Technologies in Learning (iJET) 33
Roblox in Higher Education: Opportunities, Challenges, and Future Directions for Multimedia Learning
have the potential to enhance the academic performance of university-level
students [7]. Specically, Barr’s research suggests that playing commercial video
games can enhance communication skills, exibility, and resourcefulness in
adult learners, and that video games may have a role to play in higher educa-
tion. These ndings have important implications for the design of game-based
learning interventions and the adoption of video games in educational contexts.
In addition, the gamication system makes the students more compliant with
the rules and laws of each assignment, ensuring they are rewarded accordingly.
This highlights the potential of utilizing gamication to enhance academic per-
formance and engagement [1].
Among the many online gaming platforms available, Roblox stands out as the
world’s largest user-generated online gaming platform, with over 55.1 million
user-created games and a large user base of children and teenagers [6]. Despite
its popularity, there has been limited empirical research on the eectiveness of
Roblox as a teaching and learning tool, particularly in higher education [15].
Moreover, to the best of the authors’ knowledge, there has been no prior investi-
gation utilizing the Technology Acceptance Model (TAM) to forecast the feasibility
of incorporating Roblox into educational settings. This gap in research presents
an opportunity for investigating the potential value of Roblox in higher education
using the TAM model.
Given the growing interest in game-based learning interventions and the potential
of Roblox as an educational tool, this case study research aims to explore the oppor-
tunities and challenges of integrating Roblox into higher education. Specically, the
present study aims to examine the viability of utilizing Roblox as a means of augment-
ing student engagement, improving learning outcomes, and enhancing graduate-
level competencies in the context of higher education. The research will examine
the factors that inuence the acceptance and adoption of Roblox as a teaching and
learning tool, using the TAM model as a theoretical framework. Through this investi-
gation, the study aims to provide evidence-based recommendations for the success-
ful integration of Roblox in higher education settings, with a focus on optimizing
student engagement and learning outcomes, as well as fostering the development of
graduate-level competencies.
 
The use of digital platforms in education has increased in recent years, and
Roblox is one such platform that has gained popularity among students. However,
the literature on the use of Roblox in higher education is limited, and there is
a need to explore its potential benets, challenges, and shortcomings. Therefore,
this study will investigate the subjective views of students on the use of Roblox.
By exploring the range of interpretations held by participants, this study seeks
to provide insights into the attitudes toward the utilization of Roblox in higher
education.
Based on the authors’ perspective that reality is a socially constructed concept
rather than a xed substance, this research aims to investigate the subjective
views of students on the challenges and opportunities presented by the use of
Roblox. As Roblox is susceptible to independent interpretation, this study seeks
to explore the range of interpretations held by participants. Moreover, the study
will focus on synthesizing literature that presents divergent views, in line with an

34 International Journal of Emerging Technologies in Learning (iJET) iJET
| Vol. 18 No. 19 (2023)
Alhasan et al.
epistemologically interpretivist perspective. The following research questions will
guide this study:
1. What is the perceived usefulness and ease of use of Roblox among students?
2. What are the attitudes of students towards the utilization of Roblox in higher
education?
3. To what extent do students intend to use Roblox as a Metaverse Learning Platform?
4. What are the potential benets, opportunities, challenges, and shortcomings
associated with integrating Roblox into higher education?
This research attempts to nd answers to the above questions by surveying stu-
dents and conducting empirical research in the classroom at the American University
of Bahrain. The study’s signicance lies in its potential to inform educational practi-
tioners and policymakers about the opportunities and challenges of using Roblox as
a learning platform. The empirical research conducted at the American University of
Bahrain will provide valuable insights into the practical implementation of Roblox
as a learning tool.
 
This research adopted a descriptive case study approach involving a bounded
group of participants. Purposive sampling was employed to select ten under-
graduate students who are active users of Roblox for the purpose of conducting
semi-structured interviews. The interview questions were specically crafted to
address the research inquiries delineated beforehand. The students were special-
izing in multimedia at the American University of Bahrain and their ages ranged
between 18 to 22 years. Faculty members were intentionally excluded from the
study to investigate the Technology Acceptance Model (TAM) from the students’
perspective.
The interviews were semi-structured and conducted using a set of pre-
determined guiding questions, which were intentionally left open-ended to
allow for further discussion of other relevant factors. The questions were
designed to elicit rich descriptions of practices and experiences. The interviews
were recorded and transcribed, and a reective diary was maintained by the
authors to capture thoughts and insights related to the timeline of the interviews.
Interviews were conducted both face-to-face and online, as required by practical
considerations.
The discussions were analyzed using constant comparison coding in NVivo, and
emerging themes were dened and categorized. Patterned coding was employed to
identify patterns in responses among users regarding perceived usefulness, ease of
use, and intent to use. Finally, these patterns were used to form themes related to
each research question and develop ndings.
To eliminate potential bias and ensure a robust methodology, a systematic lit-
erature review (SLR) approach was adopted. The Preferred Reporting Items for
Systematic Reviews and Meta-Analyses (PRISMA) were used as an evidence-based
minimal set of components for systematic review and meta-analysis reporting,
primarily intended for reviews assessing the eectiveness of interventions [20].
Figure 1 details the three stages of the analysis in accordance with the PRISMA
guidelines.

iJET | Vol. 18 No. 19 (2023) International Journal of Emerging Technologies in Learning (iJET) 35
Roblox in Higher Education: Opportunities, Challenges, and Future Directions for Multimedia Learning
Records identified from
(Gamification):
Google Scholar (n = 261000)
Scopus (n = 36730)
Records removed before screening:
Records removed by adding
(Metaverse & Roblox)
Google Scholar (n = 319)
Scopus (n = 22)
Reports assessed for eligibility
Google Scholar (n = 319)
Scopus (n = 22)
Reports excluded:
Published more than 5 years
Google Scholar (n = 313)
Scopus (n = 22)
Studies included in review
(n = 17)
Identification of studies via databases and registers
Identification
Screening
Included
Fig. 1. Analysis stages of this research
This includes the number of articles identied at each stepping-stone alongside
the screening and the nal inclusion. Following the three stages of analysis in the
PRISMA guidelines, the total number of results in Google Scholar that appeared in
the initial search using only the keyword “Gamication” was 261,000. However, the
number was reduced to 319 when the “Roblox” and “Higher Education” keywords
were added (in Scopus, only 22). The screening and eligibility process was conducted
to identify the most pertinent studies to the current research project, and the result-
ing selection of studies is documented in the reference section.
 
The concept of a metaverse, a virtual space where users can interact with each
other and experience a simulated reality, has gained signicant attention in recent
years. With the rapid development of virtual reality technology, platforms like Roblox
have emerged, oering users a fully immersive experience with advanced 3D visuals,
avatars, and real-time communication capabilities. The word metaverse is referred to
as virtual reality metaverse in this paper. Because Roblox is a metaverse that mimics
the inner world through virtual reality, advanced 3D visuals, avatars, and rapid com-
munication capabilities are all part of virtual reality technology [18]. It is a realm in
which users believe they are completely immersed in a virtual environment. It is also
dened as an internet-based 3D area that several users may access at the same time
and engage in by creating an avatar that portrays the user’s personality [13].
The metaverse roadmap by Acceleration Studies Foundation (ASF) illustrates the
major four categories of metaverse using two perpendicular axes (see Figure 2).

36 International Journal of Emerging Technologies in Learning (iJET) iJET
| Vol. 18 No. 19 (2023)
Alhasan et al.
The vertical axis reects simulation versus augmentation, whereas the horizontal
axis represents intimate versus exterior relationships [21].
Fig. 2. Diagram of 4 types of the metaverse [21]
Augmented technology and simulation may be classied based on whether the
information is applied in physical or virtual reality. Meanwhile, the metaverse is
separated into two parts: the inner world and the outside world [16]. The inner
world is concerned with the identity and behavior of an individual or object. In con-
trast, the external world often concentrates on features of external reality centered
on the user, the metaverse’s subject. As a result, the metaverse roadmap divides
the metaverse into four categories depending on these two axes: augmented reality,
lifelogging, mirror world, and virtual reality.
Roblox is more than simply an entertainment platform. Researchers predict
that it will be the next signicant development in education and edutainment [19].
The Roblox Company has created an educational portal for instructors to utilize,
complete with ready-to-use lesson plans, tutorials, and exercises on coding and
creativity. Roblox is a game that allows youngsters to construct, create, and express
their creativity. It is also an educational tool, providing free software and curric-
ulum to teach children of all ages computer science, digital literacy, and entrepre-
neurship, all of which match the STEAM learning objectives (Science, Technology,
Engineering, Art, and Mathematics) [2]. Students may create 3D environments,
compose games, and publish work online without the need for a subscription
or license. This also allows students to learn digital citizenship, scripting, and
other modules that can be applied to other coding platforms [3]. Consequently,
it provides students the chance to expand their range of potential career paths to
explore and enables them to gain condence and expertise in previously unfamil-
iar domains [15].
Roblox is a social gaming platform with a large community and plenty of oppor-
tunities to build game strategy [4]. Participants in the game may create their own sce-
narios by employing all the elements oered by the game creator. These scenarios are
available to the other players. Roblox is more popular as a learning tool than Minecraft
since it is free and can be used to educate children in terms of computer literacy, creat-
ing, and constructing using Roblox Studio, and mastering principles of programming
by bringing creative 3D worlds to life. It also provides free materials to teach coding,
game creation, digital civility, and business skills to children of all ages [5].
Roblox has a huge potential for use as a teaching Metaverse platform [6]. Not
only is this social game popular, but it also allows users to engage with other gamers

iJET | Vol. 18 No. 19 (2023) International Journal of Emerging Technologies in Learning (iJET) 37
Roblox in Higher Education: Opportunities, Challenges, and Future Directions for Multimedia Learning
online creating collaborative playful learning experiences [7]. For example, students
can participate in the creation of a virtual environment to learn about art museums,
artists, and artworks [12].
In addition, Roblox enables instructors to create compelling learning content
without having to deal with the complexity of programming required to create a
game [23]. LUA coding language (the Roblox coding language) is much easier than
C++ in Unreal Engine and C# in Unity [8].
Yet, there are a few drawbacks that researchers have identied. One of the most
typical issues addressed by most researchers is prior software knowledge. Educators
who have never used game engines before may nd it dicult to generate material
or explore the full possibilities of Roblox. Several of them also mentioned that there
are other technical obstacles that are unrelated to the software, such as the require-
ment for a robust internet connection and PC [9]. Furthermore, several experts were
concerned about the money involved with Roblox, namely the Robux currency.
When purchasing power varies from one household to another, it may result in
some discrepancies or educational inequality [10].
The TAM posits that the adoption of new technology is primarily driven by two
factors: perceived usefulness and perceived ease of use. Perceived usefulness refers
to the degree to which a user believes that technology will improve their perfor-
mance, while perceived ease of use refers to the degree to which a user believes that
technology is easy to use and understand. These two factors are then used to pre-
dict the user’s intention to use the technology, which in turn predicts the actual use
of the technology.
In the context of this research paper, the TAM is used to predict the possibility of
integrating Roblox into higher education. Specically, the perceived usefulness and
ease of use of Roblox will be examined, to predict students’ intention to use Roblox
as an educational tool. Additionally, user experience will be considered as a potential
outcome of using Roblox in higher education. By examining the factors that inu-
ence students’ willingness to use Roblox as an educational tool, this research can
provide insights into how to integrate this technology into higher education and
maximize its potential benets for students.
Overall, researchers wrote more advantages and favorable remarks about Roblox/
gaming than negative ones [17]. The researchers’ key benet themes were how sig-
nicant gamication is and how it may improve students’ memory, engagement,
and communication abilities [24]. Furthermore, several research papers underlined
that Roblox has a large community with millions of users, which might be a huge
benet when it comes to motivation or familiarity with using it in education or for
reasons other than entertainment [7]. Researchers predict that it will be the next
signicant development in education and edutainment [8]. Furthermore, Roblox
Studios is a multi-platform application that can be used on any device, and educa-
tors have many options for personalization [22]. The LUA coding language makes
it simple to construct and code any 3D virtual world for beginner users [10]. While
some people are concerned about Metaverse’s privacy, Roblox adheres to strict pro-
tocols that ensure the safety of all users [14].
 
In the past, the utilization of video games was often viewed as juvenile and
lacking in maturity. However, as noted by Barr (2017), game-based learning
interventions have the potential to foster graduate-level skills among students

38 International Journal of Emerging Technologies in Learning (iJET) iJET
| Vol. 18 No. 19 (2023)
Alhasan et al.
in higher education. According to Barr, this sort of research indicated that play-
ing commercial video games can improve communication skills, exibility, and
resourcefulness in adult learners. He also speculated that video games may play a
role in higher education. His research also revealed that graduate abilities might
be enhanced in a reasonably short period of time. His study assessed the impact
of playing commercial video games on the acquisition of desirable skills in higher
education [11]. Arts and Humanities undergraduates were randomly assigned
to either an intervention or control group. Over the course of eight weeks, the
groups played specic video games under controlled conditions. The ndings
conrmed the hypothesis that playing video games can increase self-reported
graduate skills because of their signicant impact size and statistical signicance.
The ndings showed that game-based learning interventions might play a role in
higher education [11].
Roblox is an online game that is far more popular than Second Life. It has more
than millions of users, the majority of whom are young and devoted, unlike most
people who tried Second Life [13]. The Roblox Company has created an educational
portal for instructors to utilize, complete with ready-to-use lesson plans, tutorials,
and exercises on coding and creativity. Roblox is a game that allows youngsters to
construct, create, and express their creativity. It is also an educational tool, provid-
ing free software and curriculum to teach children of all ages (Science, Technology,
Engineering, Art, and Mathematics). Students may create 3-D worlds, compose
games, and publish work online without the need for a subscription or license [14].
This also allows students to learn digital citizenship, scripting, and other modules
that can be applied to other coding platforms [15].
One of the primary benets of utilizing Roblox is that it is a multi-platform tool.
It can be played on personal computers, tablets, smartphones, and video game con-
soles, making it accessible to everyone. This allows students to easily access their
information from any device, at any time. In addition, it is free and allows users
to develop or play 3D games as well as share them with the community online. Its
library includes a wide range of genres such as adventure, shooter, and scary. It also
has a paid section where you can get extras, and anyone may make money if their
creations become popular [16]. Roblox aimed to design games that are intended for
children and families and ensure the safety of young children. It has features such
as reporting systems, chat lters, and customizable parental controls to keep each
player safe. It is recognized as part of the Family Online Safety Institute (FOSI) and
the Children’s Online Privacy Protection Act [14].
 
A common barrier that arises from literature is the required familiarity before
Roblox can be introduced as an eective learning tool in the classroom. Because
technical challenges may develop due to unfamiliarity, a comprehensive study on
how to use it successfully in the classroom must be completed. More materials are
needed to help instructors and students comprehend its mechanics. An explanation
of how to play Roblox from a user’s perspective, for example, necessitates a step-
by-step approach such as demonstrating how to establish an account, personalize
an avatar, pick games to play, and upgrade the items [9]. Also, when importing a 3D
le, Roblox Studio has a polygon restriction of 10,000. It can be dicult to work with
sculpted 3D objects, especially those scanned using photogrammetry techniques. As
a result, creators will need to re-topologise the mesh through a dicult procedure to

iJET | Vol. 18 No. 19 (2023) International Journal of Emerging Technologies in Learning (iJET) 39
Roblox in Higher Education: Opportunities, Challenges, and Future Directions for Multimedia Learning
optimize the number of polygons on each mesh. There is, however, a quick option
utilizing the Zbrush application [9]. It has a tool called Dynamesh, which will auto-
matically minimize the number of polygons while retaining as much mesh details
as possible [16].
Roblox is a massively multiplayer online role-playing game (MMORPG). Thus,
some researchers are concerned about the demand for steady, powerful internet
connection and suggest that it may be dicult for less privileged students to access
the information or enjoy the full experience. Also, some Roblox games demand pur-
chases with real money to utilize Robux; Robux is the currency used in the games
to buy upgrades, pay for private servers, purchase equipment, and access extra
features. Some young players cannot aord Robux, which might aect educational
equality [9].
 
This section presents a comprehensive examination of the themes derived from
the interviews. In particular, we discuss how the TAM model has been applied to
evaluate participants’ perceptions of the perceived ease of use and usefulness of
Roblox for educational purposes. Several stages have been used to analyze the data
from the semi-structured interviews with the ten participants from the American
University of Bahrain. The interview questions were directly derived from the TAM
model to predict the possibility of using Roblox as an educational tool in higher edu-
cation. Figure 3 shows all the details about the process with some examples for one
of the participants.
Fig. 3. TAM model diagram

40 International Journal of Emerging Technologies in Learning (iJET) iJET
| Vol. 18 No. 19 (2023)
Alhasan et al.
 
The following are the stages that have been used to derive data based on TAM:
1. Transcription and Data Preparation: There were a total of ten participants in the
study, and each one of them was referred to in the paper as “Participant” fol-
lowed by a number denoting the participant’s order among the ten participants
to maintain anonymity (Ex. Participant 1). The audio was recorded for all the
semi-structured interviews and converted into text using NVivo (see Figure 4).
Using the latest automation technology, NVivo Transcription provides verbatim
transcription with high accuracy.
2. Coding and Categorization: The interview transcripts were carefully read while
highlighting and taking notes on responses related to Roblox integration in higher
education.
3. Assigning Codes and Categories: Following the TAM model, four primary themes
were extracted to which codes were assigned (perceived ease of use, perceived
usefulness, external variables, and intent to use) (See Table 1 as an example).
To prevent forcing the units to t with the TAM framework, we used a no-code
option for responses that did not t.
4. After coding all the interviews, the patterns within each theme’s responses
were examined. Within the provided data, common trends or divergent
opinions could be identied. Based on the observed patterns, conclusions
were drawn to develop a comprehensive understanding of the participants’
experiences and to predict the potential integration of Roblox in higher
education.
Fig. 4. Screenshot from NVivo for one of the participants
By following these steps, the TAM model has been used to understand and predict
the possible adoption of Roblox in higher education.

iJET | Vol. 18 No. 19 (2023) International Journal of Emerging Technologies in Learning (iJET) 41
Roblox in Higher Education: Opportunities, Challenges, and Future Directions for Multimedia Learning
Table 1. An example of coding one of the participants
Codes Assigned
to Themes Highlights from the Interview
Ease of Use
All in one platform “you don’t need to jump from one application to another”
Accessible “It’s kind of like Minecraft, but easier, more accessible”
Large Community “And they have a very good community. And it’s similar to Blender”
External Variables
Cost “It is also free Minecraft isn’t free”
Playing Video Games “If a student is already a gamer that might encourage him to use it, or to adapt
it much quicker than other students”
Intent to Use
Popular “More audience to play it under one platform, which is the application, so
you have the kids playing yet have the grownups playing it, which might
encourage students to use it”
Enhance the learning
experience
“I would say that the current generation, the creative generation, I would
say, our classes at our college would go with the Roblox option. They rather
have something interactive, engaging than something static, something which
doesn’t move something ordinary”
Usefulness
Uniqueness “I think we would get bored reading slides and we are trying to put as much
information in the slides while with Roblox, we have more freedom to let’s say,
present them in a unique way”
Engagement & retention “It will be engaging for me I would learn better, and the information would
stay with me even for a longer time other than let’s say a PowerPoint”
Online platform “Many people like online games because that’s something which they can play
with their friends with their family or relatives or whomever it is”
Chat feature “what’s really nice about Roblox is that you have the chat”
All participants have stated that they are very familiar with technology and espe-
cially games. In fact, 100% of the participants stated they play video games at least
weekly on platforms such as cellphones, gaming consoles, or laptops. This creates a
signicant potential for gamication, particularly in higher education.
According to the students, using Roblox as a learning tool will be almost natural
and there is no need for an extensive teaching course if they are interested in it.
One of the participants stated, “I believe it may be easy for students to use Roblox
because nowadays in our generation, already know how to use dierent types of
applications, and even if there are students who never used it before, it is an easy
app to learn from” (Participant 7). Many of the participants even mentioned that
their much younger relatives introduced them to the platform and taught them how
to use it. One of the participants stated that her relative is only 3 years old and she
knows how to use it masterfully; “my youngest cousin is three years old. She is a
master at Roblox games” (Participant 2).
In addition, one of the participants mentioned that Roblox is an all-in-one plat-
form. This means that one does not have to use any other software to create or
publish the end-game product; “With Roblox, it is kind of easy, because you already

42 International Journal of Emerging Technologies in Learning (iJET) iJET
| Vol. 18 No. 19 (2023)
Alhasan et al.
have the platform, so you don’t need to jump from one application to another, like
other gaming engines” (Participant 1). Many participants also said that the signi-
cant number of free lessons available on the internet is one of the variables impact-
ing ease of use. It is simple to navigate tutorials and learn to play, create, and code a
game in Roblox relatively quickly.
 
Roblox is an online game platform mostly used by children [9]. However, the plat-
form’s usefulness in higher education is investigated in this research. According to the
selected participants, there are several possible advantages of incorporating Roblox
into the university curricula, including increasing student engagement and creativity.
Most participants stated that they are bored by their lectures, particularly if the
instruction is unidirectional. It is also essential to note that some of the courses they
are required to take do not pique their interest, so it will be extremely benecial to
implement inventive methods of teaching and disseminating the course material. As
a result, many of them thought that Roblox might be a benecial tool for increasing
engagement and attention; “If we are not doing something exciting in class, we get
bored very quickly, so we use our phones or laptops to do something entertaining.
So, for example, if you attend a class and something is exciting, you would like to
participate in the course. So, for instance, playing Roblox in class might inspire stu-
dents to show up, and complete their work” (Participant 10).
Another theme that came up is creativity. Creating games in the metaverse will
cultivate creativity with many options and scenarios. Users of Roblox may create
and share their games and experiences. By incorporating Roblox into higher educa-
tion, students may be encouraged to use their creativity to create their own educa-
tional experiences.
 
There are many external variables that were mentioned in the interviews,
including cost, accessibility, and perception of video games. An external element to
consider is the perception of video games. While some students may perceive Roblox
as a useful teaching tool, others may see video games as a distraction or even harm-
ful to learning; “I think people who would be a little less tech-savvy or not gamers
may have a negative experience, but I think that might be a very small percentage”
(Participant 9).
Cost is a major external variable inuencing technological adaptation. One of the
participants mentioned that Roblox is free, and thus it could be installed easily by
both educational institutions and students. However, all the necessary infrastruc-
ture to support the gamication teaching style must be available, which might be
challenging for some institutions.
 
Most participants responded that they would use Roblox as an educational tool
at the American University of Bahrain, and they believe that all their colleagues
would as well; “I would say that the current generation, the creative generation,

iJET | Vol. 18 No. 19 (2023) International Journal of Emerging Technologies in Learning (iJET) 43
Roblox in Higher Education: Opportunities, Challenges, and Future Directions for Multimedia Learning
would choose the Roblox option for our classes at our college. We would rather have
something dynamic and entertaining than something stagnant and traditional”
(Participant 1). Some users mentioned that they would love to use Roblox to study
coding, game production, and virtual world design.
However, other participants have pointed out that incorporating Roblox into
higher education will only enhance the course content rather than replace it; “It
would be a good idea to have that option of education but not as a replacement for
the traditional way” (Participant 6). It is critical to emphasize that using Roblox as
a teaching tool in higher education may only be acceptable for specic courses and
may need careful overall planning and supervision. Two participants, for instance,
discussed their diculties concentrating and comprehending complex calculus the-
ories. They have proposed adding Roblox as a complementary, engaging method for
delivering the course content.
It is evident from the presented data that most students nd Roblox to be a
valuable tool for stimulating enthusiasm, enjoyment, and greater engagement. In
addition, participants suggested that Roblox can enhance the overall quality of the
learning outcome, leading to improved student performance.
Additionally, it is also evident from the research that the platform is highly user-
friendly, as the selected sample has clearly stated that they are already habituated to
technology and video games. According to the participants, Roblox is an all-in-one
platform that allows them to create, publish, and enjoy games without switching
between multiple platforms. It is also compatible with any device, including mobile
phones, tablets, laptops, and desktop computers.
However, there are concerns regarding violations of privacy and language.
Consequently, some students recommended that Roblox adds a separate registration
for educational purposes. This will provide a safe environment for young adults to
learn and enable educators and students to be more engaged with the content by
adding interesting educational features to the platform.
Based on the TAM model, incorporating Roblox to enhance the learning expe-
rience could have positive implications. This study suggests that students may uti-
lize it for an engaging and enjoyable learning experience and further research can
explore the possibilities for Roblox in higher education.
 
This research paper revealed important implications for incorporating Roblox as
an instructional tool in higher education. It provided insights into the factors inu-
encing students’ willingness to use Roblox for educational purposes by employing
the Technology Acceptance Model (TAM) to predict user acceptance. The ndings
can assist higher education institutions and educators in deciding whether to inte-
grate Roblox into their curriculum and how to do so most eectively.
This study has temporal limitations, as well as the fact that it relies on secondary
data. One of the primary limitations of this study is the possibility of selection bias, as
the sample may be representative of only some college students who were experienced
Roblox users. In addition, the study did not consider the perspectives of educators or
administrators, whose concerns and priorities may dier from those of students. A fur-
ther limitation is the possibility of social desirability bias, as students may have pro-
vided responses they believed were expected, rather than their genuine opinions.
Despite these limitations, a review of literature targeting Roblox in education has
revealed a range of conclusions, benets, challenges, and nally gaps that can all be

44 International Journal of Emerging Technologies in Learning (iJET) iJET
| Vol. 18 No. 19 (2023)
Alhasan et al.
associated with its potential implementation into higher education. Even with the
challenges that educators face in adopting such a technology, numerous positive pos-
sibilities could be explored further to enhance higher education learning methods.
Roblox has a huge potential for use as a teaching metaverse platform. Not only is
this social game popular, but it also allows users to engage with other gamers online
creating collaborative playful learning experiences. In addition, Roblox enables
instructors to create compelling learning content without having to deal with the
complexity of programming required to create a game.
Even though Roblox promotes its service as safe, both parents and teachers must
continue to supervise their students’ activity. Teachers who use this game for educa-
tional purposes should have access to more than just the Roblox back end. They must
be given special access to games that are considered educational. Roblox is faced with
the task of identifying a plethora of games that are deemed safe for classroom use. It
should be noted that this does not grant Roblox authorization to gather student infor-
mation, but it does allow an adult to be registered as a teacher and have unique access.
This study oers numerous opportunities for future research. One direction is to
investigate the ecacy of Roblox as an educational tool in specic subjects and com-
pare it to the eectiveness of other educational technologies. An additional goal is
to examine the perspectives of educators and administrators on integrating Roblox
into higher education and identify institutional factors that may facilitate or inhibit
its adoption. In addition, future research could examine the impact of training and
support programs on college students’ adoption and use of Roblox. As Roblox con-
tinues to evolve and expand, it will be essential to stay apprised of new features and
functionalities and assess their pedagogical potential.
Prospective investigations should concentrate on an in-depth qualitative exam-
ination of the utilization of Roblox for educational purposes. The scientic literature
currently oers scarce evidence regarding the ecacy of Roblox in teaching and
learning, as underscored by Meier et al. (2020). Furthermore, there exists a dearth of
empirical research on Roblox’s potential application in higher education. Notably, no
scholar seems to have yet employed any learning theories, such as TAM (Technology
Acceptance Model), to prognosticate the feasibility of integrating such technology
into education in the future.
 
We would like to express our sincere gratitude to the ten students from the
American University of Bahrain who participated in our research project. Their ded-
ication was integral to the success of this study, and we are truly grateful for their
contributions. Additionally, we would like to extend our thanks to the University
of Lancaster and Dr. Don Passey for his time and eort in reviewing this research
paper. His valuable feedback helped us to improve the quality of our work, and we
are deeply appreciative of his support.
 
[1] W. S. Alhalafawy and M. Z. T. Zaki, “How has gamication within digital platforms
aected self-regulated learning skills during the COVID-19 pandemic? Mixed-methods
research,” in International Journal of Emerging Technologies in Learning (Online),
vol. 17, no. 6, pp. 123–130, 2022. https://doi.org/10.3991/ijet.v17i06.28885

iJET | Vol. 18 No. 19 (2023) International Journal of Emerging Technologies in Learning (iJET) 45
Roblox in Higher Education: Opportunities, Challenges, and Future Directions for Multimedia Learning
[2] Roblox, “Home – Roblox,” [Online]. Available: https://corp.roblox.com/ [Accessed:
6 April 2023].
[3] Roblox Education, “Home – Roblox Education,” [Online]. Available: https://education.
roblox.com/ [Accessed: 6 April 2023].
[4] PRISMA, “PRISMA,” [Online]. Available: http://prisma-statement.org/prismastatement/
owdiagram.aspx [Accessed: 8 April 2023].
[5] Roblox, “Roblox reports february 2022 key metrics,” [Online]. Available: https://ir.roblox.
com/news/news-details/2022/Roblox-Reports-February-2022-Key-Metrics/default.aspx
[Accessed: 12 February 2023].
[6] Video Games Stats, “Roblox player count, stats and facts | 2023 | VGS,” [Online].
Available: https://videogamesstats.com/roblox-statistics-facts/ [Accessed: 29 May 2023].
[7] M. Barr, “Video games can develop graduate skills in higher education students: A ran-
domized trial,” Computers & Education, vol. 113, pp. 86–97, 2017. https://doi.org/10.1016/
j.compedu.2017.05.016
[8] K. Bell, “Game on!: Gamication, gameful design, and the rise of the gamer educator,”
JHU Press, 2018.
[9] D. Bogusevschi et al., “Teaching and learning physics using 3D virtual learning envi-
ronment: A case study of combined virtual reality and virtual laboratory in a second-
ary school,” Journal of Computers in Mathematics and Science Teaching, vol. 39, no. 1,
pp. 5–18, 2020.
[10] R. Ierusalimschy et al., “Lua – an extensible extension language,” Software: Practice
and Experience, vol. 26, no. 6, pp. 635–652, 1996. https://doi.org/10.1002/(SICI)1097-
024X(199606)26:6<635::AID-SPE26>3.0.CO;2-P
[11] M. Kalogiannakis et al., “Gamication in science education. A systematic review of
the literature,” Education Sciences, vol. 11, no. 1, p. 22, 2021. https://doi.org/10.3390/
educsci11010022
[12] D. Kang, H. Choi, and S. Nam, “Learning cultural spaces: A collaborative creation of a
virtual art museum using Roblox,” in International Journal of Emerging Technologies in
Learning (Online), vol. 17, no. 22, pp. 232, 2022. https://doi.org/10.3991/ijet.v17i22.33023
[13] B. Kye et al., “Educational applications of the metaverse: Possibilities and limita-
tions,” Journal of Educational Evaluation for Health Professions, vol. 18, 2021. https://doi.
org/10.3352/jeehp.2021.18.32
[14] R. U. Long, “Roblox and the eect on education,” Springeld (MO): Drury University, 2019.
[15] C. Meier et al., “Using the Roblox video game engine for creating virtual tours and learning
about the sculptural heritage,” International Journal of Emerging Technologies in Learning
(iJET), vol. 15, no. 20, pp. 268–280, 2020. https://doi.org/10.3991/ijet.v15i20.16535
[16] S. Mistretta, “The metaverse—An alternative education space,” AI, Computer Science, and
Robotics Technology, 2022. https://doi.org/10.5772/acrt.05
[17] A. Rapp et al., “Strengthening gamication studies: Current trends and future opportuni-
ties of gamication research,” International Journal of Human-Computer Studies, vol. 127,
pp. 1–6, 2019. https://doi.org/10.1016/j.ijhcs.2018.11.007
[18] P. ‘asher’ Rospigliosi, “Metaverse or Simulacra? Roblox, Minecraft, Meta, and the turn to
virtual reality for education, socialization, and work,” Interactive Learning Environments,
vol. 30, no. 1, pp. 1–3, 2022. https://doi.org/10.1080/10494820.2022.2022899
[19] M. Sailer and L. Homner, “The Gamication of Learning: A Meta-analysis,”
Educational Psychology Review, vol. 32, no. 1, pp. 77–112, 2020. https://doi.org/10.1007/
s10648-019-09498-w
[20] J. Smart et al., “A cross-industry public foresight project,” in Proc. Metaverse Roadmap
Pathways 3DWeb, pp. 1–28, Academia Press Cambridge, MA, USA, 2007.
[21] J. Smart et al., “Metaverse roadmap: Pathways to the 3D web,” Metaverse: A Cross-Industry
Public Foresight Project, pp. 1–28, 2007.

46 International Journal of Emerging Technologies in Learning (iJET) iJET
| Vol. 18 No. 19 (2023)
Alhasan et al.
[22] M. I. Wardhana, “Learning through a social gaming platform,” KnE Social Sciences,
pp. 221–226, 2021. https://doi.org/10.18502/kss.v5i6.9199
[23] O. Yolal, “Experience development of roblox studio for engineering education,”
International Journal of Multidisciplinary Studies and Innovative Technologies, vol. 6, no. 1,
pp. 51–57, 2022. https://doi.org/10.36287/ijmsit.6.1.51
[24] Z. Zainuddin et al., “The impact of gamication on learning and instruction: A systematic
review of empirical evidence,” Educational Research Review, vol. 30, p. 100326, 2020.
https://doi.org/10.1016/j.edurev.2020.100326
 AUTHORS
Khaled Alhasan is a Lecturer of Multimedia Design & Studios Manager. He is
Co-Founder of Masar Creative Technology (www.masar-edu.com) with more than
10,000 registered students from all over the MENA region. He is a Ph.D. candidate in
Technology Enhanced Learning at the University of Lancaster and hold a master’s
degree in 3D Architectural Visualization from the University of Kent. He worked
in the 3D creative technology eld for over ten years and taught many Arab stu-
dents unique skills that created new job opportunities for them in the GCC market.
He serves as a lecturer of Multimedia Design and studio manager at the American
University of Bahrain. His research interests included Metaverse, Virtual Reality,
Augmented Reality, Animation, CGI, Technology Enhanced Learning, Digital user
experience VFX, Digital heritage, Cross reality applications, Computer games design,
and Visual computing (E-mail: K.alhasan91@gmail.com).
Khawla Alhasan is a Ph.D. candidate in Creative and Immersive Technology,
at the University of Kent, UK. Research and Teaching Assistant at the University
of Bahrain. Her research interests include human food interaction, and designing
multisensory experiences and immersive spaces that utilize the senses to enhance
well-being, playfulness, and social bonding (E-mail: Khawla.alhassan@gmail.com).
Sama’a Al Hashimi is an Associate Professor in Digital Media and Graphic Design
in the Department of Communication, Tourism and Arts at the University of Bahrain.
She holds a Ph.D. and MA in Design for Interactive Media from Lansdowne Center
for Electronic Arts, Middlesex University in the United Kingdom, and a Bachelor’s
degree in Graphic Design/Fine Arts (Minor) from the Lebanese American University
of Beirut. She also holds a Postgraduate Certicate in Academic Practice from York
St John University in the United Kingdom, a Professional Diploma in Digital
Marketing in Ireland, and she is a certied Microsoft Educator. In 2014, she founded
the Bachelor of Arts and Design program at the University of Bahrain in collabora-
tion with Dr. Samia Engineer and worked as the program coordinator for several
years thereafter. She has extensive academic experience in various research, artis-
tic and technical elds including creative design, interactive design, graphic design,
animation, design of children’s stories, design of advertisements and corporate
branding, packaging design, web development and interactive games, and digital
marketing. She published a number of scientic papers in prestigious international
journals and conferences in various countries of the world, including China, the
United States, Britain, Germany, Portugal, Italy, Sri Lanka, Oman, Saudi Arabia,
Tunisia and Morocco (E-mail: samaa.alhashimi@gmail.com).