Covid-19 pandemics times forced our societies to suddenly change our habits. Besides the encouragement of social distancing and home working, it triggered travel restrictions and specific rules for population circulation. This change in habits could be seen as a mirror of what our societies would experience on Earth if the undergoing Climate Change triggers unprecedented damage levels. However Covid-19 pandemics restrictions have also significantly accelerated the expansion of digitalization in our ways of working and educating, with a multiplication in the usage of software for remote meetings and for collaborative work in the cloud. Social distancing and remote working also made the concept of metaverse to gain significant attraction. A metaverse is defined as an environment where multiple types of technologies enable multisensory interactions with virtual environments, in which digital objects and real people coexist. Such technologies include Virtual Reality (VR), Augmented Reality (AR) and Mixed Reality, and the resulting metaverse gives the promise to become the next evolution of social connection. Furthermore, VR and AR are emerging as powerful tools for educational purposes. [8] [9] While VR refers to putting the trainee in full immersion in a digitally-created environment by making him/her to wear VR glasses (Figure ), AR, through holographic glasses or tablets, overlays digital information in the real world. , Mixed Reality (MR) is another emerging technology that usually refers to an AR experience where the user can interact with the projected holograms by receiving feedback from them (Figure ). In a couple of previous publications we have introduced for the first time a series of VR serious games we have developed for education and popularization of electrochemical energy storage (batteries) science and for which we won one of the French Prizes for Pedagogical Innovation in 2019. These VR games include one allowing to build crystallographic structures by applying symmetry operations just with the hands, another game allowing to calculate the geometrical tortuosity of electrodes by flying through them, another one allowing to explore materials in 3D and other two games allowing to drive and Electric Vehicle (EV) powered by three types of battery technologies (Lithium Ion, Lithium Sulfur and Lithium Air) in a virtual environment. In one of these publications, we have also presented the prototype of a new type of serious game, called Smart Grid MR implicating a player driving a battery-powered EV in the VR environment in interaction with players acting on 3D-printed power generators (one wind generator, one solar panel and one water funnel). MR in the name of this serious game stands for Mixed Reality but in the sense of putting the virtual environment in interaction with objects in the real world. Indeed, in this serious game, blowing a wind generator and illuminating a solar panel generates virtual power which is stored in a Redox Flow Battery (RFB) in the virtual environment giving immediately power to stations where the EV can be recharged. Flowing water through a funnel triggers rain in the VR environment, increasing the water level in a virtual dam and generating extra power sent to the virtual RFB. In this serious game, the goal of the EV driver is to collect as much as gifts as possible (randomly localized on the virtual roads) by escaping from pirate trucks and by avoiding the battery in the EV to become fully discharged. In this serious game, the VR headset (HTC Vive)