교양강의 내 메타버스 공간 활용에 대한 대학생의 경험 분석

Abstract

Objectives This study investigated university students' experiences with the use of metaverse in humanities lectures, utilizing the Gather town platform.
 Methods 15 university students who had taken humanities courses participated in the in-depth interviews by constructing a semi-structured questionnaire, and the interview data was transcribed verbatim and analyzed using a continuous comparative analysis method.
 Results The analysis resulted in 5 categories, 14 subcategories, and 37 concepts were derived, and the 5 categories were 1)expectations and concerns before metaverse classes, 2)limitations of relaxed communication versus exchange, 3)reflection and application of communication, 4)new identity through avatars, and 5)relationship formation through presence. The subcategories of ‘expectations and concerns before metaverse class’ were the expectation of a new class space and the burden of new attempts. The subcategories of ‘limitations of relaxed communication versus exchange’ were more comfortable than face-to-face meetings, honest conversation, and deep communication limitations due to the absence of non-verbal information. The subcategories of ‘reflection and application of communication’ were self-recognition of communication methods, application of communication skills acquired through experience, and attempts to communicate more actively than usual. The subcategories of the ‘new identity through avatars’ were free conversations that do not reveal themselves, doubts and concerns in relationships, encounters without prejudice.
 Conclusions Through this study, by deeply exploring college students' experiences of using the metaverse space in liberal arts lectures, it provided implications for the development of education and counseling programs using the metaerse space in the future.