Learning in Metaverses: Co-Existing in Real Virtuality
Abstract
The potential of virtual world technologies to improve teaching and learning has been recognized in recent years, creating new possibilities for teaching and learning processes, with virtual environments impacting the achievement of student learning and collaboration. Learning in Metaverses: Co-Existing in Real Virtuality discusses a better way to understand this new learning universe, exploring the possibilities of new social organization through the use of avatars in virtual worlds. Examining platforms such as Web 3D, metaverse, MDV3D, ECODI, hybrid living and sharing spaces, gamification, alternate reality, mingled reality, and augmented reality to evaluate the possibilities for their implementation in education, this reference book will be of use to academics, educators, students, researchers, gamers, and professionals.
... It is an interconnected network of virtual worlds, applications and platforms that create a lasting, experiential experience. Virtual worlds are defined as three-dimensional digital environments where users can interact with each other and with digital objects through avatars [2]. Metaverse, as an evolution of virtual worlds, offers even more realistic and immersive experiences through the integration of virtual and augmented reality technologies [3]. ...
... This is in line with previous studies highlighting the power of virtual reality in educational engagement [6]. [2]. Relevance: The high score on Relevance (4.12) indicates that students perceived the educational content as useful and relevant to their learning needs. ...
The digital revolution and the development of Web 3.0 have radically transformed the landscape of education, with virtual worlds and the Metaverse emerging as promising tools for enhancing the learning experience. This study evaluates the effectiveness of an educational virtual world for teaching basic computer technology concepts to middle school students, using Keller's ARCS model. The study involved 60 middle school students (aged 12-15) who attended corresponding courses in a virtual environment in the metaverse Spatial.io. Access to the virtual environment was through the school laboratory infrastructure and only through computers, without the use of specialized immersion equipment such as HDM or specialized VR devices. Data were collected through an ARCS questionnaire with a 5-point Likert scale. All ARCS dimensions showed high scores (Attention: 4.22±0.84, Relevance: 4.12±0.76, Confidence: 3.80±1.02, Satisfaction: 4.24±0.80). Strong positive correlations were also found between all dimensions (r=0.52-0.74, p<0.01). The educational virtual world proved to be effective in enhancing learning motivation, with the confidence dimension needing further improvement.
... Provides the freedom to produce and share (Kye et al., 2021). New social communication and interaction space (Collins, 2008;Kye et al., 2021;Schlemmer & Backes, 2015). For rehearsal and implementation of activities with a high risk of failure and serious consequences (Bailenson, 2018). ...
... Similar statements are also included in the literature on the metaverse. Schlemmer and Backes (2015) expressed the metaverse environment as the place where interaction and communication are provided with the use of avatars in the 3D virtual world. In some studies, it is stated that students create avatars for communication, identify crypto money with metaverse platforms (Özdemir et al., 2022), and use virtual money on virtual platforms (Tlili et al., 2022). ...
This research aims to examine the views of gifted secondary school students about the metaverse and their risk perceptions toward the digital environment. In this context, the study group consisting of 55 gifted students was determined through purposive sampling. A survey was used to collect participants' views on the metaverse, and the "Virtual World Risk Perception Scale" was used to measure the risks they felt in digital environments. A mixed method was used in this research. Content analysis was used in the qualitative data analysis, and the ANOVA test and t-test were used in the quantitative data analysis. The findings obtained in the analysis showed that while students defined the metaverse as a virtual universe, virtual reality, commerce, and socializing place. It was seen that the place where they met this concept was social media. While the students stated that the use of metaverse in education could have advantages, such as motivation, fun learning experience, and contribution to personal development, they mentioned disadvantages, such as health problems, addiction, safety, ethics, and disconnection from real life. Virtual world risk perceptions did not differ according to gender and class level. Students who did not have metaverse experience stated that the digital environment had a risk regarding corruption compared to those with experience.
... Multiple organizations have adopted the metaverse to align with employees' increasing preferences for digital interaction with social and work dynamics (Upadhyay and Khandelwal, 2022). The metaverse is a compound word combining "meta", which means "beyond", with "verse", which is an abbreviation for "universe", to constitute a virtual reality (VR) universe (Schlemmer and Backes, 2015). This universe is made up of advanced technologies that create a "perpetual, shared, concurrent, and 3D virtual space" that is interconnected with reality (Lee et al., 2021, p. 3). ...
... Interaction within the metaverse is through avatars, which are virtual agents or representations of humans in the virtual world (Schlemmer and Backes, 2015;Wang and Hsu, 2009). Users can customize their avatars to make them individually representative. ...
Purpose
The purpose of this study is to explore the potential contribution of the metaverse to improve training and development as a function of human resource development (HRD) perspective. The authors explore the benefits and challenges of the metaverse and introduce cases of companies using the metaverse in training.
Design/methodology/approach
A narrative literature review was conducted to collect information on the metaverse in training. The authors reviewed peer- and non-peer-reviewed articles, book chapters, white papers, corporate websites and blogs and business magazines.
Findings
A total of 75 articles were reviewed, including 14 cases, which were summarized to demonstrate how companies are applying metaverse technology in training contexts. For a more in-depth review, three cases were selected and summarized in terms of context, process and outcomes.
Originality/value
The metaverse is an emergent topic in HRD. It has the potential to revolutionize the functions of training and development through the combination of advanced technologies, including virtual reality, augmented reality and mixed reality. This article is the foundational attempt to provide a comprehensive summary of existing literature and case studies that highlight the potential of the metaverse in training within the context of HRD.
... The Metaverse offers opportunities for immersive experiences, collaboration, and interaction, fostering the development of social experiences and enabling the emergence of "parallel worlds" (Schlemmer & Backes, 2015). According to Lee et al., 2021, developing the Metaverse involves three key stages: (1) Digital Twins: The creation of digital models and representations of the physical world, serving as virtual replicas of physical environments that operate synchronously; (2) Individuals with High Digital Competencies: The necessity for individuals to possess advanced technological skills to effectively manage and operate in digital environments; (3) Co-existence of Physical and Virtual Realities: Integrating and connecting the virtual and physical worlds into a seamless ecosystem. ...
... The Metaverse offers opportunities for immersive experiences, collaboration, and interaction, fostering the development of social experiences and enabling the emergence of "parallel worlds" (Schlemmer & Backes, 2015). According to Lee et al., 2021, developing the Metaverse involves three key stages: (1) Digital Twins: The creation of digital models and representations of the physical world, serving as virtual replicas of physical environments that operate synchronously; (2) Individuals with High Digital Competencies: The necessity for individuals to possess advanced technological skills to effectively manage and operate in digital environments; (3) Co-existence of Physical and Virtual Realities: Integrating and connecting the virtual and physical worlds into a seamless ecosystem. ...
... According to Narin (2021), the metaverse offers the most often employed learning strategies, such as cooperative, blended, student-centered and inquiry-based learning. In addition, using the 3D digital world influences the sense of presence, facilitating a highly interactive environment (Schlemmer and Backes, 2015). ...
Purpose
The present study aims to undertake an extensive review of scholarly literature by exploring the intersection of the metaverse and education.
Design/methodology/approach
The researchers used the relevant documents from the Scopus database to conduct bibliometric analysis. The data were retrieved from 2010 to February 2024. Citation, co-citation and author’s keyword analysis were conducted for bibliometric analysis. The study was performed using VOSviewer and the Biblioshiny app software packages.
Findings
The extant literature related to the metaverse and education is presented in the paper. The paper identified four key themes in the literature, i.e. Metaverse and education, Contemporary application of metaverse: a multisectoral perspective, Metaverse: spatial dimensions and concerns and Metaverse: shaping the future of digital interaction. Other information related to the most influential authors, journals and countries concerning metaverse and education is also presented.
Originality/value
The paper studies the gradual evolution of the present research domain over time. The study outlines key areas that have emerged from the literature review, suggesting directions for future research.
... Metaverse users craft virtual worlds with terrains, characters, and props, simulating physics for realistic virtual environments, with immersive qualities that can enhance learning by providing a strong sense of presence and immediacy (Dede, 2009). We argue in favour of an educational Metaverse that transcends traditional 2D learning, enabling students to engage with 3D simulations and collaborate in virtual spaces with avatar interactions promoting social connections (Schlemmer, 2015). Being virtual, the Metaverse grants users the agency for setting their own rules and array of activities from social events to university lectures (Tate, 2016). ...
... 또한 메 타버스에서는 사용자에게 물리적 세계와 가상 세계의 연속적 경험을 제공할 수 있다 (Tlili et al., 2022). 증강현실과 가상현실의 테크놀로지를 활용하면 메타버스에서 학생에게 일종의 "평행 세 계"를 구성할 수 있는 몰입형 경험을 제공할 수 있는 것이다 (Schlemmer, 2014 (Tlili et al., 2022). 이처럼 증강-모의실험, 외적-내적의 축으로 구분된 사분면에 대하여 <그림 1>과 같이 메타버스를 증강현실, 라이프 로깅, 거울 세계, 가상 세계의 네 종류로 구분할 수 있다 (Kye et al., 2021). ...
This study aims to explore how mathematics teachers design a metaverse for mathematical activities in both 2D and 3D environments, investigate teachers' diverse perceptions of the metaverse for mathematics activities, and examine their thoughts on the development and implementation of teaching and learning materials for mathematics activities within the metaverse. 42 mathematics teachers with 3 to 4 years of experience working in region A were asked to participate in practical training on 2D and
3D metaverse environments. Based on this training, they were instructed to design a metaverse for mathematics learning. Following this, the teachers responded to a survey regarding the use of the
metaverse in mathematics lessons, and the results were analyzed. The survey results indicated that while most of the 42 participating teachers had no prior experience with using the metaverse in lessons, their experience designing a metaverse during the study led to very positive responses, with ratings above 4 out of 5 in terms of interest, teaching presence, and cognitive presence in metaverse-based lessons. The teachers identified augmented reality (AR) or virtual reality (VR) educational materials as the most needed content for metaverse-based mathematics lessons, with geometry being the most suitable subject. Additionally, they highlighted the importance of enhancing educational equipment and internet infrastructure, applying diverse teaching and learning theories, and balancing online and offline teaching and learning activities as key considerations for metaverse-based mathematics lessons. Based
on the results of this study, various reactions of mathematics teachers to the design of a metaverse for mathematical activities were observed. Moving forward, the metaverse designed for mathematics activities can be applied to students, or students can be encouraged to design the metaverse themselves.
... Through these learning methods, emotional learning is promoted, social barriers of identities are removed [31], students' "soft skills" increase creativity [32], their communication, interaction [33], and, in general, understanding of a subject is enhanced, and so is academic performance [34]. The reason that use of the metaverse in education is positively received by students lies in the fact that its visualization is likened to a game [35], it improves the skills of users in real-world scenarios [36], and it provides an opportunity to engage in interactive problem-solving activities [37]. ...
The paper aims to identify and analyze the correlation between student personality types and the use of metaverse and flipped classroom blended learning methods (BLMs) and tools by formulating a series of research hypotheses. Using Bloom’s Taxonomy, the most influential and standard theory of learning in the education cognitive field and toward this objective, the authors extracted the personality types of students and employed a mixed-methods research methodology JASP software (v.0.17.1) involving both qualitative and quantitative tools. The qualitative component involved direct observation of synchronous classroom teaching to students, while the quantitative aspect utilized structured questionnaires administered to 634 students of the International Hellenic University enrolled to attend the “Human Resource Management” course. The acquired qualitative data were processed using (a) network analysis JASP software (v.0.17.1) software in order to address the student personas through nodes, connections, and centralities and (b) structural equation software in order to identify the correlations between types of students and the variables of the metaverse and flipped classroom methods. The findings reveal that the four types of students identified have a direct and strong correlation with the use of flipped classroom and metaverse teaching methods.
... Collins (2008) postulated that the Metaverse could evolve into the subsequent platform for social interaction and suggested that higher education institutions should leverage this technology proactively for instructional purposes [40]. Moreover, it has been put forward that the immersive 3D digital environment enhances user interaction and communication through avatars, which augments the sense of presence [41]. In 2006, a collaborative effort was undertaken at the Stanford Research Institute International to envision the future of Metaverse technology. ...
The Metaverse, underpinned by its technical infrastructure, heavily relies on user engagement and behavior for successful integration into educational settings. Understanding its driving factors is essential for such a platform to transition from theory to practice, especially in educational settings. However, these factors remain elusive due to inconsistencies in infrastructure and environments. Therefore, this systematic review aims to fill this void by presenting an integrative view on Metaverse adoption in education. This is achieved via three primary dimensions: establishing a taxonomy of the factors influencing Metaverse adoption in education, proposing a framework for Metaverse adoption, and suggesting future research trajectories in this domain. The review systematically classifies the influential factors into four distinct categories: psychological and motivational factors, quality factors, social factors, and inhibiting factors. The proposed framework provides a structured approach for future studies investigating the Metaverse adoption in educational settings. The proposed framework also emphasizes that educational institutions should not only consider the technical prerequisites but also the social, psychological, and motivational aspects of the Metaverse. The study also pinpoints several critical research agendas to enhance our understanding of Metaverse adoption in education. The insights from this review are invaluable for educational institutions, policymakers, developers, and researchers, significantly enriching the emerging field of Metaverse adoption.
... Collins (2008), argues that the Metaverse could be the next frontier for social interaction in a virtual space, particularly in higher education for teaching and learning purposes. Eliane (2014) supports this claim, adding that 3D digital virtual worlds provide avatars that enhance a sense of presence and allow for interaction and communication. In 2006, Stanford Research Institute International hosted a meeting to create a roadmap for the future of Metaverse technology. ...
Objective: The purpose of this study is to investigate the implementation of learning using the metaverse, and to link it to the TRINGO approach. Methods: Through a combined meta-synthesis and narrative approach, the results show the positive impact of the metaverse in learning. Findings: The "Ngerti" process with Metaverse creates a holistic learning experience, illustrated by Gemiverse. The "Ngrasa" process shows positive sentiments about the potential of the metaverse to improve the quality of learning. Concrete steps in the "Nglakoni" process, such as addressing privacy and increasing technological accessibility, require positive action and awareness of digital literacy. Conclusion: Overall, this process forms the basis for optimizing the metaverse to enhance understanding, emotional experience, and learning effectiveness. Recommendations for using the metaverse with the TRINGO concept can enrich the educational process in a sustainable way for educators and researchers. Keywords: instructional process, metaverse, tringo, education.
... (4) Furry: avatars with animal features. (5) Non-Humanoids: Avatars without humanoid characteristics (Schlemmer, 2014). ...
So far, emphasis has been chiefly placed on the cultural framing of acting as a form of performance. In this chapter I consider material determinants that arise from different technologies of performance. As a preliminary it is necessary to define technology in a manner that connects hardware, techniques and the social relations of production:
... (13) Avatars are a tool that gives users a sense of real presence in virtual meetings. (14) The main trend of scientific research (see figure 1a) is maintained considering the education sector, see figure 1b. As a result, three dominant thematic sub-areas of research lines have emerged, both in general and in the education sector. ...
Education is one of the essential foundations of the sustainable development of societies, in particular, the objectives SDG4 of the UN General Assembly. Extended Reality (XR, so-called Metaverse) enables multisensory interaction with virtual environments, computer-created objects, and avatars. Also, the dynamic development of Head Mounted Displays (HDMs) allows for an increasingly deeper experience of the virtual world, especially through the development of depth perception, including the rendering of several modalities like vision, touch, and hearing. This creates a unique opportunity to revolutionize the higher education system by adding a new dimension of cognition and making it accessible to more people, especially those living in hard-to-reach areas. It is also a perfect complement to the process of educating students during a pandemic, such as the recent COVID-19 pandemic. In this paper, based on the literature and our experience, we provided an overview of the possibility of the Metaverse application in higher education taking into account the advantages and limitations of the systems. It turned out that XR-based solutions can be successfully applied in medical education, chemistry courses as well as in Science, Technology, Engineering, and Mathematics (STEM) education. Moreover, the XR-based systems are useful for learning spatial skills such as navigation, spatial reasoning, and perception. In the case of remote learning, XR enables easier adaptation to the educational formula. Also, during lockdowns, an XR-based application can be considered a tool to promote socialization in the event. Thus, it enables to implementation of open and inclusive learning and teaching space, namely Edu-Metaverse. In the current social context, the obtained results provided valuable insights into factors affecting the users during the application of Metaverse in education processes, including remote learning. Finally, this paper suggests a research direction for the development of effective Metaverse-based educational solutions.
... The concept of the Metaverse has significant implications for education as it has the potential to create immersive and engaging learning environments that go beyond the traditional classroom settings. The Metaverse in education refers to the use of VR and AR technologies to create digital learning environments that are shared by students and teachers from around the world [29]. ...
Education digitalization is the use of modern information technology into education for advanced teaching and learning experiences. It involves the use of digital tools, resources and platforms to support communication, teaching, learning and assessment. Metaverse is a new technology for education digitalization, where learners interact with each other in a virtual world. The aim of the paper is to explain the basics of the Metaverse and to point out its benefits and challenges in the education digitalization from a technical, economic and pedagogical points of view to define its potential for transformation of modern teaching and learning.
... In education, the metaverse is perceived as a new space where people can socially interact, requiring proactive measures from higher educational institutions to assimilate it into the teaching and instructional experiences [11]. Likewise, Schlemmer and Backles [12] highlight that the metaverse provides immersive possibilities of 3D digital virtual worlds, which rely on avatars for communication and interaction to generate a sense of presence. ...
Augmented Reality (AR) and Virtual Reality (VR) are poised to revolutionize education by offering immersive and interactive learning experiences. This research comprehensively evaluates the educational applications of AR and VR, specifically emphasizing their impact on student motivation, learning outcomes, engagement, and overall learning experiences. The analysis explores how AR and VR can improve student learning, knowledge retention, and skill acquisition by systematically reviewing existing the literature from diverse educational domains, including K-12 education, higher education, STEM education, professional training, and lifelong learning. Additionally, the research investigates the pivotal role of AR and VR in fostering immersive and interactive learning environments, unveiling how these technologies promote active learning, collaboration, and critical thinking through simulations and interactive experiences. The evaluation considers the potential of AR and VR beyond traditional classroom settings in distance education and assesses the feasibility of virtual classrooms, web-based learning environments, and Massive Open Online Courses (MOOCs). A significant aspect of the study involves understanding student attitudes toward AR and VR technologies and their influence on intrinsic motivation, interest, and enthusiasm for the learning material. Based on a thorough analysis of relevant literature, the research aims to provide practical recommendations for educators to effectively incorporate AR and VR into education practices. The recommendations prioritize a pedagogically sound design, educator training, and accessibility consideration to ensure equitable access for all learners. In summary, this extensive research reveals the significant impact of AR and VR on education by understanding the strengths, limitations, and challenges of making informed decisions on utilizing these technologies to create engaging, impactful learning experiences, fostering a generation of technologically proficient and knowledge-driven learners.
... Then, the openaccess journals IEEE Access and Sensors rank in second and third place. The fourth place is a reference book [56] that discusses the potential of virtual world technologies to improve teaching and learning by exploring new social organizations through the use of avatars in virtual worlds. In particular, it examines platforms such as Web 3D, metaverse, MDV3D, ECODI, hybrid living and sharing spaces, gamification, alternate reality, mixed reality, and AR. ...
The metaverse is seen as a future generation of the Internet in which the virtual and the real merge into a common world. Technologies such as IoT, cloud computing, artificial intelligence or the reality–virtuality continuum underpin the metaverse and condition its evolution. This paper presents a bibliometric study on the WoS database (from 1995 to 2022) to obtain a comprehensive and non-subjective understanding of the metaverse. The study identifies the main subject areas and sources, the leading countries and authors. It also analyzes the evolution over time and the core and future research themes. Extended reality, blockchain, artificial intelligence and sensors are identified as core themes, while building information modeling, digital twins and governance emerge as future themes. Based on the bibliometric study, a general layered metaverse architecture is proposed that streamlines open challenges in the metaverse to assist researchers and companies in introducing innovative and disruptive improvements.
... Hwang ve Chien (2022), Metaverse evreni meta veri deposu ile merkeziyetsiz, kalıcı, paylaşılabilir, sanal gerçeklik uygulamaları ile farklı deneyimler yaşanılan bir platform olarak tanımlanmaktadır. Metaverse paralel dünyaların ortaya çıkmasına izin veren, iş birlikleri, etkileşim olanakları, eğlence, sosyalleşme deneyimi sağlayan bir platform olarak nitelendirilmektedir (Schlemmer and Backes, 2015). Wallace, Kung and Knottenbelt (2021, s. 5) ise Metaverse'ü gerçek yaşamımızda sanal nesnelerle etkileşime girebildiğimiz bir ortam olarak nitelendirmektedir. ...
Sanatın giderek dijitalleştiği günümüzde Metaverse ortamlarında sanal sanat sergileri gündeme gelmektedir. Sanatın Metaverse gibi sanal platformlara taşınmasıyla, sanal galeriler, sanal müzayedeler, sanal ortamlarda eser alış ve satışları yapılması mümkün olmaktadır. Bu bakımdan sanat öğrencilerinin güncel konuları takip etmesi, dijital sanat bağlamında yorumlama ve değerlendirme yapabilmesi önemlidir. Bu çerçevede araştırmada Görsel İletişim Tasarımı Bölümü öğrencilerinin dijital sanat ve Metaverse hakkında görüşleri anket aracılığı ile alınarak elde edilen veriler nicel analiz yöntemi ile analiz edilmiş ve nitel desende betimsel analiz çerçevesinde ortaya konulmuştur. Araştırma örneklemini İstanbul Topkapı Üniversitesi Güzel Sanatlar Tasarım ve Mimarlık Fakültesi Görsel İletişim Tasarımı Bölümü’nde okuyan 128 öğrenci kapsamaktadır. 2022-2023 Güz döneminde yapılan araştırmanın verileri 8 soruluk anket formu ile elde edilmiştir. Araştırma sonucunda Görsel İletişim Tasarımı bölümü öğrencilerinin Metaverse hakkında bilgi sahibi oldukları, Metaverse kavramını ilgi çekici bularak güncel bir şekilde takip ettikleri, Metaverse sanat ilişkisini algılayabildikleri, Metaverse evrenini bazen karmaşık olarak düşündükleri, Metaverse ortamında sanat fikrinin mantıklı geldiği, sanal olan Metaverse dünyasını gerçek dünyadan daha ilgi çekici buldukları ve Metaverse'ün dijital sanata katkı sağladığını düşündükleri ortaya çıkmıştır.
... Attracted by the metaverse's abilities in providing immersion, collaboration, and interaction opportunities that support the development of social experiences by allowing "parallel world[s]" to emerge [3], educators and scholars started to seek possibilities of its integration into instructional practices. ...
Research on Educational Metaverse (Edu-Metaverse) has developed into an active research field. Based on 310 academic papers published from 2004 to 2022, this study identifies contributors, scientific cooperations, and research themes using bibliometrics, social network analysis, topic modeling, and keyword analysis. Results suggest that Edu-Metaverse has gained increasing attention in academia since 2019. Countries/affiliations located in the same regions are close partners in scientific cooperation. By jointly interpreting topic modeling and keyword analysis results, this study reveals eight main themes in the field of Edu-Metaverse: 1) metaverse-based physical education, 2) metaverses-supported simulations for collaborative problem-based learning (PBL) in health/medical education, 3) three-dimensional virtual learning environment-supported art appreciation and creation in art education, 4) metaverse-enabled laboratories for STEM education, 5) language and 21st-century skill development through metaverse-supported immersive language learning, 6) metaverse for developing autism children' social communication abilities, 7) virtual world metaverse-supported gameful experience-based education, and 8) quantitative research on Edu-Metaverse focusing on learners' experience. We also identified challenges and directions needing further attention: 1) data security and privacy protection, 2) balance between the real world and virtual world identities, 3) preparing instructors for Edu-Metaverse, and 4) assessment of higher-order thinking competencies in Edu-Metaverse-based PBL. This work helps facilitate researchers' and practitioners' understanding of Edu-Metaverse research and raises their awareness of research frontiers and future directions.
... The metaverse enables collaborations, interaction, and immersion experiences that play an instrumental role in the socialization of an individual (Schlemmer & Backes, 2015). Users can interact socially, generate value, and co-create experiences using digital avatars in the metaverse (Gursoy et al., 2022). ...
... The reason for this is that by utilising the Metaverse as a social collaboration interface, students can establish virtual relationships and receive direction and feedback from an autonomous teaching system based on data mining of user engagement. In a study based on developing measurement tools, [8] found that the main factors influencing confidence in the future use of Metaverse in education are a lack of understanding of Metaverse, a lack of belief in current technology, and a lack of awareness about the application of Metaverse in education. According to the study's findings, educating individuals about current technical developments and their rate of advancement can help them create a greater level of faith in the Metaverse. ...
... As plataformas de mundo aberto, segundo Schlemmer e Di Felice (2020), emergem no contexto da web 3D, sendo comuns no universo dos jogos. Entre as principais estão o Active Worlds, Second Life, Minecraft, Open Wonderland e OpenSimulator, amplamente investigadas por Schlemmer e Backes (2015). Esse tipo de plataforma se caracteriza pela possibilidade de movimentação livre num mundo digital virtual, modelado em 3D (MDV3D) e pela não linearidade, expressa em diferentes formas e construção de percursos para alcançar um objetivo. ...
Introdução Educar em saúde no terceiro milênio implica compreender as transformações digitais e a forma como estas vêm datificando e conectando o mundo. O processo de digitalização do universo tanto biológico quanto geológico transforma o mundo do átomo em um mundo de bit, em que tudo vira dado. Ao serem combinados, esses dados produzem informação e, consequentemente, infomundos. Vinculado ao processo de digitalização está a conectividade que, por sua vez, possibilita a comunicação e a interação entre os dados e as informações em diferentes contextos, provocando a emergência de co(info)mundos, de realidades híbridas. Isso implica dizer que pela digitalização, o corpo humano também é transformado em dado, em informação (infocorpo) e, pela conectividade, ampliam-se as formas de comunicação e interação entre ele (infovíduo) e o mundo (infomundo). Mas como a (trans)formação do corpo em dados potência a área da saúde? Como essas transformações operam no habitar do ensinar e do aprender e, consequentemente, na formação docente em saúde? O capítulo, a partir da discussão do desenvolvimento da digitalização e da conectividade no mundo e da (trans)formação do corpo em dados e seu potencial para a área da saúde, problematiza esse corpo digital, híbrido, hiperconectado como território da educação digital em saúde e, consequentemente, o habitar da formação docente em saúde. Do mundo para os dados O desenvolvimento da digitalidade e da conectividade, propiciadas pela evolução dos hardwares (chips especializados, circuitos ópticos, processadores
... They can travel and interact in different metaverse zones using the digital avatar (Wang et al., 2022). The opportunity for immersion, cooperation, and interaction can develop social experience which leads to the emergence of parallel worlds such as virtual reality gestures and augmented reality posture interaction (Schlemmer, & Backes, 2015). ...
Educators often use technological resources to reinforce the classroom learning experience. They tempt to engage their students in digital learning environments to ensure efficient learning outcomes. Recently, an integrative immersive application that proved to be effective called metaverse, has been emphasized by the virtual reality new generation where users can proceed freely through a 3D scenario, and interact with their environment. Throughout this study we emphasize that metaverse in education is deeply embedded in students' lives to boost a meaningful learning experience by merging virtual reality technologies with web technologies and extended reality. We aim to diagnose the role of metaverse as an immersive digital space in developing students' cognitive maturity and critical thinking engagement through anonymous interaction, as students interact by creating their own avatars without even showing their true identity. To carry out this study, we have conducted a quasi-experiment with 55 students to test the aforementioned hypothesis, and to prove the impact of using metaverse-based applications including software, smart devices, content editing, blockchain, and Ronlox on increasing EFL students' interactivity and cognitive maturity in a virtual learning world, and enabling them to communicate through relating their real-life experiences. The findings of this study set a roadmap for future investigations, and inquired into the adoption of the metaverse that would make learning more interactive and smooth process. Also, the findings proved that learning can be effectively processed through integrating virtual reality with spatial design to improve learner thinking engagement, affordability, cognitive load, and interacting through avatars.
... Metaverse in learning looks favorable (Schlemmer, 2014). Virtual reality can elevate the visual component of teaching, allowing students to 'live' a specific experience for more rigorous and high-quality knowledge acquisition than traditional classroom training (Fernandez, 2017). ...
The post-pandemic world, emphasizing digital learning, has highlighted the importance of technological advancements in the classroom. It also showed that many online learning resources available to teachers and students are ineffective or too prone to error to be used consistently with students. The metaverse is a virtual 3D extension of the internet and an efficient online learning environment that encourages an in-depth understanding. It gives its users a lot of freedom in terms of real-time interaction. The metaverse is transforming education by promoting communication and supporting immersive learning. The metaverse is also projected to dramatically boost e-learning by making virtual learning environments more lifelike and learning more engaging and experiential. This study was designed to explore the perception of the teaching-learning force about metaverse as the future of education. Semi-structured interviews were conducted with public secondary and higher secondary school students and their teachers, M.Phil/Ph.D. scholars, and the faculty members of the departments of education at public sector universities through a purposeful sampling technique. The data analysis revealed that only the public secondary/ higher secondary school students were familiar with metaverse and its use for education. They believed that instruction would be beneficial if students should be taught in virtual classrooms. It is recommended that metaverse may be introduced at all the levels of the teaching-learning platforms, including schools, higher secondary schools, and education departments of universities. There is a need to fill the gap between the perception level of the teaching-learning force because it is expected that the use of the metaverse in education will reshape the entire scenario.
... Another study (Collins, 2008) put forward an argument on the possibility of Metaverse becoming the new space where people can gather and interact with demanding educational institutions to be prepared for its application for instructional purposes with a focus on the virtuality aspect of the concept. Schlemmer (2014) added that Metaverse provides communication and collaboration platforms via the avatar that replicates the sensitivity of presence. The inability of existing studies to cover comprehensive bibliometric analysis of literature on the application of Metaverse in education to date automatically creates a research gap that needs to be filled. ...
Cyberspace has continued to expand due to increasing empirical explorations and the invention of novel technologies that have been constantly making significant modifications to how people interact with technologies. One of the significant outcomes of those empirical explorations and inventions is Metaverse, which is a virtual environment or a cyber-simulated setting where numerous users in remote physical places can interact or work simultaneously. The application of Metaverse in education has been growing over time due to technological innovations and the inability of existing studies to cover comprehensive bibliometric analysis of literature on the application of Metaverse in education to date automatically creates a research gap that needs to be filled. The peculiarity of this study is premised on the limitations of the existing bibliometric studies on the Metaverse. This study applied bibliometric analysis via science mapping with the aid of VOSviewer software for data analysis and dissection to provide a general idea about the current knowledge base on Metaverse in education. The exploration was based on the data generated from the Scopus database. Findings from this study show the journals with the most cited publications on Metaverse in education, their attributes, and the intellectual structures of knowledge, which are; i.) the impacts of Metaverse on education, ii.) Metaverse for remote education, iii.) application of Metaverse in medical and health education, iv.) Metaverse for improved learning, assessment, and engagement, v.) Metaverse for teacher education. The collaboration network between countries placed the US at the center with no country from Eastern Europe and Africa appearing on the network visualization and suggestions were made for further research directions.
... Metaverse in learning looks favorable (Schlemmer, 2014). Virtual reality can elevate the visual component of teaching, allowing students to 'live' a specific experience for more rigorous and high-quality knowledge acquisition than traditional classroom training (Fernandez, 2017). ...
The post-pandemic world, emphasizing digital learning, has highlighted the importance of technological advancements in the classroom. It also showed that many online learning resources available to teachers and students are ineffective or too prone to error to be used consistently with students. The metaverse is a virtual 3D extension of the internet and an efficient online learning environment that encourages an in-depth understanding. It gives its users a lot of freedom in terms of real-time interaction. The metaverse is transforming education by promoting communication and supporting immersive learning. The metaverse is also projected to dramatically boost e-learning by making virtual learning environments more lifelike and learning more engaging and experiential. This study was designed to explore the perception of the teaching-learning force about metaverse as the future of education. Semi-structured interviews were conducted with public secondary and higher secondary school students and their teachers, M.Phil/Ph.D. scholars, and the faculty members of the departments of education at public sector universities through a purposeful sampling technique. The data analysis revealed that only the public secondary/ higher secondary school students were familiar with metaverse and its use for education. They believed that instruction would be beneficial if students should be taught in virtual classrooms. It is recommended that metaverse may be introduced at all the levels of the teaching-learning platforms, including schools, higher secondary schools, and education departments of universities. There is a need to fill the gap between the perception level of the teaching-learning force because it is expected that the use of the metaverse in education will reshape the entire scenario.
This article discusses the teaching-learning methodologies associated with the use of virtual reality (VR) technologies applied to the development of concepts related to the productive layout. In this way, the main points about pedagogical approaches and their needs are presented, as well as the impact of the use of VR technologies and their applications, it is also discussed the opportunities to approach the referred content and focuses on in its application in the concepts of physical arrangement. Finally, an application model of the theme is elaborated with three layout scenarios applied to the productive process of manufacturing components, their characteristics, which, with some brief analyses, significant reductions of up to 54% among the applied models can be seen. Its breadth, applicability, feasibility for the educational context is also argued.
One of the modern technologies with the most promise is the metaverse, according to technologists but there aren't many discussions on opportunities and challenges of the metaverse for higher education. Metaverse is defined by many educationists as the next generation of internet-based education. Since its creation, the metaverse has been viewed as a shared virtual area where simulations may work together. Users may produce material and engage in interactive experiences in the fully immersive, permanent metaverse. Educational Metaverse performs with four distinctive classes i.e. avatars, AR/VR/MR. AI, & lifelogging. Higher Education Students may have the chance to practice different skills in the metaverse, be placed in an intellectual or competence-practicing environment, be encouraged to develop and learn things that they are unable to do in the real world, and be able to collaborate and communicate with other students in the virtual world. Immersive learning experiences, personalized learning, augmented collaboration and enhanced accessibility are some of the benefits of using metaverse in higher education. Whereas, the challenges of educational metaverse in higher education include regarding nature of immersive learning experiences, Quality of teaching-learning content, virtual immersive environment, interface and interaction, and challenges regarding security and privacy of users, data, hardware and software. Students can be provided with unique and valuable learning experiences that prepare them for the opportunities and challenges of the future by utilizing the cutting-edge technology of metaverse in higher education.
The term Metaverse has become part of today's reality. In the educational front, (1) virtual learning using the Metaverse has the potential to surge availability for students with incapacities or persons residing in the isolated and inaccessible areas; (2) classrooms using the Metaverse domain can offer collaborative knowledge experience done through numerous virtual simulations, and virtual field journeys further enable teamwork between students in actual time, irrespective of their bodily place; (3) the application of virtual learning will lead to cost reduction of teaching leading to greater engagement and motivation among students. However, in spite of the advantages, there are numerous challenges. Results show that the concept, application, and awareness related to metaverse is still not spread and is in the nascent stage. Furthermore, the study highlighted the limitations and challenges of the application of Metaverse in the 21st century with suitable suggestions for improvement in the context of higher education.
Based on the theory of user needs and the product development mode and framework of mobile Internet interactive innovation, a new “reality → virtual → reality” interactive innovation product development mode is constructed. It draws on the unique characteristics, systematic technical system, and comprehensive scientific and technological layout of the Metaverse. On this basis, a framework for product development and design based on interactive innovation from the Metaverse perspective is innovatively proposed. In the Metaverse scenario, interactive innovation knowledge can be easily and effectively transformed into design knowledge, and all groups of users truly participate in the whole process of product design. Moreover, the development of interactive innovative products in the Metaverse scenario can be combined with artificial intelligence (AI) technology to further automate the statistical analysis of user needs and preferences so as to meet the dynamic needs of users and accurately develop products that fit user needs and enterprise standards. In addition, users, designers, and enterprises can make joint decisions on product design solutions and development forms, and the Metaverse technology can also optimize the products with continuous iteration and obtain the optimal solutions. An automotive case study illustrates the feasibility and effectiveness of the model for product development innovation and enterprise digital transformation.
This research will focus on the analysis of the result obtained in the professional project carried out for the company Biomimetic Cosmetics in which Virtual Reality has been used. In this project, we have experimented with the possibilities of improving Virtual Reality applications (hereinafter VR) and their adaptation in the Metaverse. The possibilities for improvement mainly attend to specific issues that affect both the basic aspects of digital design and the usability aspects of these applications. They have implemented concepts from other fields such as ergonomics and industrial design, particularly in the field of interior design. Thus, this study will analyze the expansion of possibilities that affect visual ergonomics that directly intervene in the user experience, in Virtual Reality applications and their use in the Oculus Quest 2. It is important to note that this professional work is part of and is part of a broader research project such as the configuration of a Good Practices Procedure (hereinafter P-BP), through which an orientation guide is established for the design of this typology of applications and realization of products focused especially on the user experience. In short, it is about showing that the range of commercial strategies can be expanded using these procedures, which ultimately stimulate the demand for new services in another way.
Assinado por Lisiane Cézar de Oliveira e Eliane Schlemmer, o trabalho problematiza a cidade, os espaços de aprendizagem e as práticas pedagógicas na perspectiva
inventiva, gamificada, perpassado pela apropriação de tecnologias digitais e em rede, pelo hibridismo, pela multimodalidade e também como um exercício de pensar uma Educação OnLIFE. Nesse sentido, o objetivo é socializar uma vivência, chamada pelas autoras de “Nos Rastros da Cidade”, enquanto um dos territórios que
compõem a tese “Territórios do InvenTAR: o corpo em rede e a educação onLIFE em tempos de wearable”.
O artigo inicia com uma breve contextualização das transformações que estão ocorrendo na sociedade do terceiro milênio, provocadas pelo desenvolvimento acelerado da digitalização, datificação, algoritmização e conectividade do mundo, especialmente potencializada pela internet das coisas e pela internet dos senti- dos, e apresenta o conceito de protagonismo ecológico- -conectivo, na perspectiva da superação de uma ideia de inteligência, de onde emergem, em hibridismos, as hiperinteligências. Nesse sentido, problematiza a própria ideia de conhecimento e como ele é produzi- do, o que incide diretamente no campo da educação. A partir dos pressupostos epistêmicos da reticularidade e das ecologias conectivas, na passagem de uma ideia de inteligência para às hiperinteligências, propõe os primeiros movimentos na construção da teoria da aprendizagem inventiva em ato conectivo transorgânico, a qual emerge no Paradigma da Educação OnLIFE, enquanto uma nova política cognitiva em educação – a política da invenção numa perspectiva ecológica-conectiva. Para concluir, defende a necessidade de uma virada epistêmica, que implica problematizar a for- mação de sujeitos, predominantemente desenvolvida a partir de uma visão antropocêntrica e dualista do mundo, que separa a natureza da técnica, a inteligência humana da inteligência artificial, e refere a necessidade de migrarmos para uma ideia de formação de ecologias-conectadas e o desenvolvimento das hiperinteligências. Isso exige uma nova pedagogia, capaz de desenvolver competências e habilidades que permitam conhecer e compreender quais ecologias serão conectadas e que tipo de ambientação poderá ser cocriada. A Docência OnLIFE consistirá, então, em cocriar esses ambientes que conectam ecologias diversas e trabalhar com a formação de ambiências, desenvolvendo hiperinteligências.
O uso de metaversos na educação vem sendo discutido desde a primeira onda de interesse por essa mídia, trazida pelo grande sucesso do Second Life nos anos 2000. O interesse pelos metaversos arrefeceu na década seguinte, mas retornou com força nos anos 2020, quando as tecnologias de inteligência artificial e realidade virtual estão mais maduras, as redes sociais disseminadas, há uso ubíquo dos smartphones e vislumbra-se a possibilidade de o metaverso vir a ser a nova geração das redes sociais. Mas esse retorno veio acompanhado de desinformações, confusões conceituais e falsas promessas. Faz-se necessário organizar os conceitos e discutir as possibilidades educacionais, à luz do conhecimento acadêmico-científico. Este artigo resgata a essência das mídias baseadas em ambientes virtuais imersivos multiusuários e discute as possibilidades, limitações e cuidados no emprego de metaversos em contextos educacionais.
O uso de metaversos na educação vem sendo discutido desde a primeira onda de interesse por essa mídia, trazida pelo grande sucesso do Second Life nos anos 2000. O interesse pelos metaversos arrefeceu na década seguinte, mas retornou com força nos anos 2020, quando as tecnologias de inteligência artificial e realidade virtual estão mais maduras, as redes sociais disseminadas, há uso ubíquo dos smartphones e vislumbra-se a possibilidade de o metaverso vir a ser a nova geração das redes sociais. Mas esse retorno veio acompanhado de desinformações, confusões conceituais e falsas promessas. Faz-se necessário organizar os conceitos e discutir as possibilidades educacionais, à luz do conhecimento acadêmico-científico. Este artigo resgata a essência das mídias baseadas em ambientes virtuais imersivos multiusuários e discute as possibilidades, limitações e cuidados no emprego de metaversos em contextos educacionais.
It is known that the new global paradigms have been modifying the teaching and learning relationships. Soon, educational activities broke the boundaries of the physical classroom and headed to the virtual field, like the metaverse. Knowing that attention plays a fundamental role in the construction of knowledge, a pilot experiment was carried out with a class of undergraduate design students from the Southern University of Science and Technology of China in the teaching space of the metaverse hosted in the Frame VR software, with the objective of to identify the students’ attention during the class given. To assess attention, images correlated to the class content and 3D models outside the classroom at specific moments of the class were presented. As a result, students performed better in terms of focused attention while watching videos in class, as they did not identify which 3D models were placed outside the room for them to identify at those times. Regarding the images, most students did not respond to the teacher’s commands to look at screens and identify the images presented, proving that they did not have focused attention in class at these times. However, all students reported that they found the experience unprecedented and that the immersive environment of the metaverse has elements that divert the attention of the class. This article aims to present a guiding experience of a doctoral thesis in progress in the Design course at the Federal University of Pernambuco, Brazil, which proposes to present ergonomic design guidelines to assist teaching activities that take place in metaverse spaces. This experience will serve as a guide for future experiments to follow in other teaching scenarios in the metaverse and with different audiences.KeywordsDesignTeaching EnvironmentAttentionMetaverse
Öz Bu makale, web araçlarının dünü ve bugününden yola çıkarak metaverse’ün örgün din eğitimi bağlamında değerlendirilmesini konu edinmektedir. DKAB (Din Kültürü ve Ahlak Bilgisi) dersleri öğretim programı ve öğretim teknolojilerine yönelik değişimin/dönüşümün tartışılması amacıyla, doküman analizi yöntemiyle hazırlanmıştır. Birinci başlıkta metaverse ve eğitim genel olarak değerlendirilmiştir. İkinci başlık ise din eğitimi ile DKAB derslerine yöneliktir. DKAB derslerinin değerlendirilmesi iki boyutlu tasarlanmıştır. İlki, din eğitiminin/DKAB derslerinin bireyin kişiliğini ve kimliğini inşa etme sürecine, ahlaki değerleri tutarlı biçimde benimseyip yaşayabilme, hayatı anlamlandırma kazanımına/vizyonuna yöneliktir. İkincisi, metaverse’ün pek çok duyuya hitap eden, etkileşime olanak tanıyan bir öğretim teknolojisi olarak ders içeriğini zenginleştirme boyutudur. DKAB derslerinin -sadece dini bilgiyi çeşitli yöntemlerle planlı biçimde aktarma değil- hayatı anlamlandırma, dini/ahlaki olarak tutarlı kimlik ve kişilik inşa etme yönündeki amaçları ve vizyonu göz önünde bulundurulduğunda önce eğitim felsefesinin ve öğretim programının bu geçişli ve katmanlı yapıya uygun olarak gözden geçirilmesi bir gereklilik gibi durmaktadır. Bu bakımdan metaverse, DKAB dersi öğretim programı, kazanım alanları ve öğretmen formasyonu için değişimi düşündürmektedir. Öğretim teknolojisi ve ders içeriği üretimi yönü -erken dönemde- değerlendirildiğinde ise, DKAB derslerinde metaverse kullanımı, Web 2.0’ın bir üst evresi gibi görünmektedir. Bu bağlamda metaverse, DKAB dersleri için bilginin aktarımında yeni nesil internete uyum/dönüşüm olarak kabul edilebilir. Anahtar Kelimeler Din Eğitimi, Örgün Din Eğitimi, Din Kültürü ve Ahlak Bilgisi Dersleri, Öğretim Teknolojileri, Metaverse
The degree to which a virtual content layer exists between the viewer and the real world, and how the real world is augmented, can vary greatly across tools, and use cases, but is essential to all forms of virtual reality (VR). The degree of overlap with the real world, as well as the importance of location, cooperation, and mobility, can vary dramatically from one VR experience to the next. Teachers will need support in figuring out how to best utilize AI for the benefit of student learning because of the plethora of available AI options. In this chapter, the authors share the results of a poll of students, both in the field and those hoping to enter it, to learn their thoughts on VR in the classroom. To gauge participants' thoughts on VR potential in the classroom, they gave them the VR platform and had them create a VR experience on their mobile devices. In virtual classrooms, 165 students can interact with the VR and other students as avatars, ask questions, write conversations, identify vocabulary connected between VR and material, and provide suggestions for improving classroom management.
RESUmO O artigo inicia com uma breve contextualização das transformações que estão ocorrendo na sociedade do terceiro milênio, provocadas pelo desenvolvimento acelerado da digitalização, datificação, algoritmização e conectividade do mundo, especialmente potenciali-zada pela internet das coisas e pela internet dos senti-dos, e apresenta o conceito de protagonismo ecológico-conectivo, na perspectiva da superação de uma ideia de inteligência, de onde emergem, em hibridismos, as hiperinteligências. Nesse sentido, problematiza a própria ideia de conhecimento e como ele é produzi-do, o que incide diretamente no campo da educação. A partir dos pressupostos epistêmicos da reticulari
In this period of fast modernization advancement, the field of Internet and Web has a huge change in which people learn, communicate, connect, share information, etc. People still interact with the system using keyboard, mouse, and other monitoring systems. However, the primary modes of computer-based communication and connection remain unchanged. Though we have various new and emerging applications like social networking, video conferencing, Augmented Reality (AR) applications (e.g., Pokemon Go), and virtual 3D network models which provide a rise in digital transformation, we have a limited result because of conventional reasons and in need of insufficient network support or bandwidth. The term “metaverse” has been formulated to facilitate truly amazing experiences that go beyond our conventional lives. The metaverse can be thought of as a digital representation of the real world. Avatars are virtual representations of various human outlines, which is an approximation of the current real world. The concept of metaverse has now become a topic of debate in the field of digital transformation. As the metaverse grows, online spaces will emerge that provide more complex user interactions than current technology permits. Big tech giants are attempting to forge the path for the future. In addition to games and social media, metaverse will incorporate economic infrastructures, digital entities, and other applications. This paper gives a reasonable effort of an inexpensive approach that examines the new developments of the metaverse and the resulting digital transformation.KeywordsMetaVirtual worldARVRBlockchainCryptoHorizon
In today’s highly developed, massive corporate offices or industries, it is difficult to personally evaluate every employee’s performance and recommend them for promotion. It has only been the subject of a few research projects, but those who have worked on it have created algorithms for predicting promotions as well as the fundamental traits and job qualities for each person. The incorporation of extra attributes allows our model to do more with fewer strategies. The goal of this research is to provide a machine learning-based system for predicting whether or not an employee will be promoted. We do this by offering a linear model that offers a respectable level of accuracy at a cheap cost. This process takes into account the training record, annual performance review score, length of service, key performance indicators, and other elements of the employee. Due to the limited number of classifications, a linear classifier was utilized to train the model. This linear classifier completes 50 iterations with an accuracy rate of 92.6%. Using this method, you may be able to acquire an answer on the likelihood of promoting any employee. This software might prove to be the saving grace for an organization’s HR department.KeywordsMLEpochsLinear classifierKey performance indicatorsAccuracy
This paper discusses the opportunities for using cinematic virtual reality (CVR) to enhance our understanding of the imagined metaverse – the recently emerged new digital age phenomenon. The paper approaches the concept of the metaverse from an interaction point of view, which is one of the more common characteristics used to conceptualise the metaverse, approaching it as a phenomenon involving the convergence of real and virtual worlds, but also humans and machines. The article investigates the possibilities of using the relatively unexplored phenomenon of CVR, which facilitates the desired interaction while requiring the least prior knowledge and skills from the user, and thus might ease our acquaintance with the imagined metaverse. The difference between virtual reality (VR) and CVR lies in the generation of the VR world: traditional VR is typically generated through 3D graphics processing and audio triggers in real time, whereas CVR exclusively uses pre-rendered pictures and sound elements. Thus, the main difference between the two lies in the textual content and intended way of consuming it without dissimilarity in technology. With reference to three drama genre cases, the aim of this paper is to explore one of the crucial components of CVR—namely, through the established convention of the viewer perspective in traditional cinema (first-person, second-person and third-person perspective).
All activities of the museum—exhibition, education, collection, research, and visitor services—involve the conceptualization of the body and technology related to the body. A museum's accumulated knowledge and its physical form involve not only various views of science and culture but also complementary binaries like inside/outside, collective/individual, and body/soul. The body represents an indispensable, constant, and important dimension in the museum. This paper examines future museum development trends that center on the body, presenting the fundamental role the body plays in museums. Starting from a consideration of how museums realize the presence of the body, this analysis continues through the historical and cultural practicality of physical objects, the social attributes of the body in the museum, and the transformation of present‐day museums through virtual technology.
The aim of this study is to design and validate an instrument that allows the evaluation of educational experiences and formative assessment in the metaverse from a holistic perspective. Hence, a research design based on the development of a scale has been used. Three hundred and sixty-two Spanish secondary school students participated in the study, selected through purposive sampling. The instrument created has been subjected to an analysis of content validity, validity by expert judgment, construct validity, and reliability. For data analysis, the SPSS and AMOS programs have been used. An exploratory factor analysis and a confirmatory factor analysis have been performed to determine the construct validity. In addition, the Cronbach's alpha has been calculated to verify the internal consistency of the tool. The results reveal several findings that position the resulting questionnaire as a valid and reliable instrument to evaluate educational experiences and practices in the metaverse. In short, this study has led to the development of a comprehensive evaluation tool at the service of educators or any institution interested in implementing its educational praxis within the metaverse, a field of research that has yet to be explored.
The metaverse has increasingly attracted the attention of academics and practitioners, who attempt to better understand its theoretical foundations and business application areas. This paper provides an overarching picture of what has already been studied and investigated in metaverse academic investigation. It adopts a systematic literature review and a bibliometric analysis. The study designs a thematic map of the metaverse research. It proposes four streams of research (metaverse technologies, metaverse areas of application, marketing and consumer behaviour and sustainability) for future investigation, which academics and practitioners should explore. It also contributes towards a systematic advancement of knowledge in the field, provides some preliminary theoretical contributions by shedding light on future research avenues, and offers insights for business.
Teknolojik gelişmelerin ve ürünlerinin yaşamın tüm alanlarını hızlı birbiçimde dönüştürdüğü bir çağa tanıklık etmekteyiz. Bu gelişmeler insanındoğrudan ya da dolaylı olarak etkileşimde bulunduğu tüm alanları etkile-mektedir. Metaverse kavramı bu etkiyi yaratma potansiyeline sahiptir. Me-taverse’in ekonomiden üretime, para ve bankacılıktan borsacılık hizmetle-rine, alışveriş ve reklamcılık hizmetlerinden sağlığa, eğlenceden sinema vefilm sektörüne, günlük rutinlerden önemli sosyal ve toplumsal hareketlilik-ler ile eğitim-öğretim hizmetlerine etki etmesi beklenmektedir. Özellikleeğitim hizmetlerindeki bu değişim, eğitim sürecinde hızlı gelişmelere ne-den olacaktır. Tüm bu beklentiler ışığında metaverse’in tam olarak anlam-landırılması ve eğitimde kullanım imkanlarının eğitimcilerce bilinir olabil-mesi önemlidir. Genel literatür taramasına dayanan nitel bir eğitim bilimaraştırması olan bu araştırmada metaverse kavramı üzerinde bilgilendiricibir analiz yapılarak metaverse ve eğitim alanına ilişkin güncel bilgilerin ka-zandırılması amaçlanmıştır. Metaverse ile elde edilen bilgiler bilimsel araş-tırma sistematiği bağlamımda düzenlenerek bu araştırmada sunulmuştur.Metaverse eğitimde öncelikle ve özellikle uzaktan eğitimde iletişimi artıra-caktır. Uzaktan iletişim zenginleşecek ve sadece 2b iletişim yerine 3b ileti-şim de öğrencilere sağlanacaktır. İletişimle birlikte öğrencilerin deneyimkazanabilecekleri önemli otantik ortamlar sağlayacaktır.
Un ouvrage visant à décrypter les codes du métavers et du web 3.0, ainsi que leurs applications potentielles pour les organisations, et plus particulièrement les Ressources Humaines. Un volet est spécifiquement dédié au cadre éthique nécessaire pour faire émerger des usages souhaitables, sur les volet environnemental, social et économique. L'objectif de l'ouvrage est d'identifier des pistes crédibles d'évolution des modalités du travail et de la collaboration dans les organisations.