Metaverse Risk Perceptions of Gifted Students

Abstract

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.