메타버스 리터러시에 대한 탐색적 연구

Abstract

The purpose of this study is to demonstrate foundational information of metaverse literacy education at the level of higher education by theoretically exploring that literacy is necessary to properly understand and utilize them in various ways. In order to achieve this research goal, metaverse is defined as a figured world to explore concepts, components and capabilities of metaverse literacy based on discussions on figured world. The findings are as follows: first, the metaverse literacy consists of the four areas, such as metaverse' sociocultural practices, values and cultural environments, the abilities to interact by everyday language, computer language and data, and characters' identities and independence. As competencies, we suggest the abilities to understand metaverse, and the abilities to develop new values and norms based on metaverse environments, the abilities to understand and reflect on diverse identities placed in the metaverse, and the abilities to cooperate among agents in metaverse by using data and digital tools. We expect to solve these following issues by using the metaverse literacy driven from this study: first, the literacy can be used as components which teachers and students consider in the processes of teaching and learning; second, teachers and students can explore the new status of producers and users in the metaverse; third, they can solve problems when using metaverse, such as interactions in metaverse and understanding multiple identities responsive to diverse types of metaverse.