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原文摘要

Collaborative virtual environments offer opportunities to make software models available for shared inspection, but educational design and usability need to be examined separately from claims of learning effectiveness. This article presents MetaSEE, an approach connecting requirements guidance, a Web XR feature model, a reusable UML component, and a browser-based multiuser platform. We synthesize documented formative evaluations of the framework (16 participations), feature model (15), UML component (9), and platform (14). These counts represent evaluation participations; the same 12 developers took part in the first two evaluations. The principal platform study involved six teachers working individually and eight students working in four pairs through desktop or notebook computers, keyboard, and mouse. The documentary synthesis traces educational intentions to implemented features and reported difficulties. Participants identified potential value in shared modeling and simulation, alongside navigation, interaction, visualization, and distraction concerns. A numerical audit reconstructs a student System Usability Scale mean of 67.50 from published item frequencies, conflicting with the reported 79.38; an incomplete teacher item distribution prevents recovery of that group's overall mean. The contribution is a traceable account of educational design and formative limitations, with practical implications for onboarding, model readability, collaboration, and evaluation reporting. The evidence supports bounded feasibility and perceived usefulness, without establishing learning gains, sustained engagement, or adoption.