Metaverse‐Based Learning Through Children's School Space Design.
Metaverse is understood with technological terms such as augmented reality, lifelogging, mirrored worlds, and virtual worlds, and using a metaverse platform is considered an emerging form of learning. Yet, its pedagogical features, such as self‐learning, collaborative learning, and learning‐by‐doing...
| Publicado en: | International Journal of Art & Design Education Vol. 42; no. 1; pp. 125 - 139 |
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| Autores principales: | , |
| Formato: | Artículo |
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Wiley-Blackwell
Feb2023
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=162014545&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 162014545 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 14768062 Q0T jtl: International Journal of Art & Design Education issn: 14768062 maglogo: Y pubinfo: dt: Feb2023 vid: 42 iid: 1 pid: 480 pub: Wiley-Blackwell artinfo: ui: 162014545 10.1111/jade.12449 ppf: 125 ppct: 14 formats: fmt: – @attributes: type: T – @attributes: type: C – @attributes: type: P size: 278KB tig: atl: Metaverse‐Based Learning Through Children's School Space Design. aug: au: Dreamson, Neal Park, Gayoung su: Design education Distance education Courseware Virtual classrooms Primary education Virtual reality Collaborative learning sug: subj: Design education Distance education Courseware Virtual classrooms Primary education Virtual reality Collaborative learning keyword: children learning metaverse online learning primary education virtual learning environment ab: Metaverse is understood with technological terms such as augmented reality, lifelogging, mirrored worlds, and virtual worlds, and using a metaverse platform is considered an emerging form of learning. Yet, its pedagogical features, such as self‐learning, collaborative learning, and learning‐by‐doing, are identical to those of online learning. In this study, we argue that metaverse‐based learning refers to a new reality learners create by assuming that the existence of reality is different in the metaverse. We extracted six educational values in epistemological and ontological senses, reviewing the four realities of the metaverse, including virtual reality, augmented reality, mixed reality, and extended reality, which is a way to avoid technological determinists'; approach to education. Based on the values – bottom‐up, collaboration, authorship, ownership, interconnectivity, and community, primary school children's (year 5 & 6) groups (n = 20) redesigned 20 assigned school spaces such as classroom teacher office, science room, and music room on their chosen metaverse platforms. Throughout the thematic analysis of design artifacts, activity scenarios, and reflection & presentation, we discovered four themes: collaborative learning with co‐ownership and co‐authorship; being interconnected with all living and non‐living things; co‐participants with different roles; and transdisciplinary research‐driven learning, which is used to articulate a framework for metaverse‐based learning, which is different from online learning. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of International Journal of Art & Design Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: International Journal of Art & Design Education holder: Wiley-Blackwell dt: @attributes: year: 2023 holdings: @attributes: islocal: N |
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