메타버스를 활용한 학습공동체 활동이 대학생의 메타버스 리터러시와 학습몰입도에 미치는 영향

Abstract

The aim of this study was to analyze the metaverse literacy and learning immersion. We examined the metaverse literacy of 22 university students. We analyzed the significant variables that affected the effectiveness of their learning commitment. We also investigated the differences in learning commitment based on the levels of metaverse literacy and analyzed learning activities. The study’s results revealed the following: First, there was a noticeable improvement in metaverse literacy, which included aspects such as self-identity, self-learning, digital communication, and virtual collaboration. Second, virtual collaboration and digital communication had a significant influence on learning immersion. Third, the higher the metaverse literacy level, the deeper the learning immersion experienced by the students. Fourth, within the metaverse environment, learners engaged in immersive activities and discussions. This study is pivotal as it gauges the effectiveness of community learning activities conducted within the metaverse by linking them with both metaverse literacy and learning immersion.