Abstract
Due to COVID-19, numerous new technologies are being implemented in education, with a growing interest in the metaverse. The term “metaverse” refers to an immersive digital environment where one can interact with virtual avatars. This study aims to analyze the experiences and attitudes of the metaverse for learner-centered education from a constructivist perspective to determine how closely related this virtual environment is to the lives of elementary school students. This study also examined how students are becoming the focal point of new educational technologies. After reviewing the literature on this topic, a survey of 336 elementary school students in Korea was conducted using 18 items for measuring each factor in the metaverse, followed by statistical analyses that included a difference of means and an independent sample t-test. The results revealed that, on average, 97.9% of elementary school students had experiences with the metaverse, with 95.5% of them considering it closely related to their everyday life. In addition, various conclusions according to each metaverse factor and each participant’s gender are provided.
Highlights
The virtual world (VW) is truly a Pandora’s box for educators (Kluge and Riley 2008).The metaverse—a compound term from the combination of transcendent and universe—is a science fiction world first mentioned in the novel Snow Crash (Stephenson 1993).It is a space that encompasses both reality and unreality across the various aspects of politics, economy, society, and culture
To confirm the reliability of the items used, reliability analysis was performed on the constructs constituting the attitude of each factor in the metaverse
This study primarily analyzed the experiences of elementary school students regarding their use of the metaverse to determine whether it is suitable for learner-centered constructivist education in the post-pandemic era
Summary
The virtual world (VW) is truly a Pandora’s box for educators (Kluge and Riley 2008).The metaverse—a compound term from the combination of transcendent (meta) and universe—is a science fiction world first mentioned in the novel Snow Crash (Stephenson 1993).It is a space that encompasses both reality and unreality across the various aspects of politics, economy, society, and culture. The virtual world (VW) is truly a Pandora’s box for educators (Kluge and Riley 2008). The metaverse—a compound term from the combination of transcendent (meta) and universe—is a science fiction world first mentioned in the novel Snow Crash (Stephenson 1993). It is a space that encompasses both reality and unreality across the various aspects of politics, economy, society, and culture. This study focuses on the educational aspects of the metaverse. Discussions regarding the metaverse, including virtual reality (VR), are becoming increasingly prevalent. Roblox, an online game platform, has 199 million monthly users, with 54.86% of them being under the age of 13 years (Dean 2021). Because it has long since been established that educators must thoroughly understand their students to provide quality education, teachers need to understand that the metaverse is deeply embedded in their students’ lives to enhance their learning experience
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