Abstract
ABSTRACT The concept of the Metaverse has increased in realizability with the rapid development of emerging technology, and this has led to the need for cognition of how to create a Metaverse world in educational settings. However, there is still little discussion in the existing research on teachers’ understanding of Metaverse literacy and their need for learning. In order to expand the understanding of this issue, in this study we developed a Metaverse literacy scale to assess teachers’ understanding of Metaverse literacy and their need for learning about the Metaverse. Adapting the importance-performance quadrant analysis approach, we integrated four quadrants: Keep up with professional development, possible motivation for future professional development, low priority for professional development, and prospective professional development. Results indicated that the need for learning to use Metaverse technology in the educational field is low, as most of the questions fell into the “Prospective professional development” quadrant. The attributes located in this quadrant can threaten teaching practices designed to attract students to face the Metaverse age. The results imply that Metaverse-related technologies can be used by college teachers to develop their students’ Metaverse literacy and to promote teachers’ and students’ Metaverse literacy competence.
Published Version
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