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Erschienen in:
Metaverse Learning: A New Frontier for Education Kapitel lesen Erstes Kapitel lesen

2024 | OriginalPaper | Buchkapitel

3. Education in the Metaverse

verfasst von : Cynthia Calongne, Andrew G. Stricker

Erschienen in: Application of the Metaverse in Education

Verlag: Springer Nature Singapore

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Abstract

The next education frontier is the Metaverse where learners use design thinking in learning simulations and can receive feedback from artificial intelligence (AI) chatbots that feel authentic and responsive to their needs. The chapter defines the relationship between the virtual classroom, the importance of identity and shared presence, and how students learn using design thinking. The goals summarize the resources available to educators who wish to teach in 3D spaces, how design thinking strengthened the design of class simulations to support 58 classes and 800 8th-grade students as they studied in a virtual world. The chapter closes with the results, findings, and observations about the resources, strengths, and challenges experienced when teaching and learning in the Metaverse.

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Vorheriges Kapitel “At the Edge” of the Metaverse in Teaching and Learning: An Interdisciplinary Conversation
Nächstes Kapitel Immersive Learning Design in the Metaverse: A Theoretical Literature Review Synthesis
Glossar
Appreciative Inquiry
seeks to identify the successful outcomes and leverage them to build upon success. Discover the best practices and focus on their use.
Avatar
the 3D representation of a learner or an educator in the Metaverse. The physical identity of a person in a virtual world.
Design Thinking
focuses on investigating and applying the course concepts through the creation of a class project that illustrates problem-solving skills, models ideas, and expresses reflective and action-oriented outcomes. It builds on curriculum strategies and engagement for collaboration with a meta-awareness of how to practice and measure the goals expressed in the design rubrics.
Embodiment
the sense of self within a 3D digital space and how the awareness of self and others impacts the sense of presence and learning in situated spaces.
Engagement
how learners interact with educators and their classmates through their avatars as they share ideas and create projects using design thinking.
Metaverse
an expansive set of computer-generated digital spaces in the 3D Web comprised of virtual worlds, 3D immersive spaces, and 3D game environments.
Presence
the experience of self and awareness of others in the virtual world, based on interaction and communication with individuals, an exchange of ideas with students, shared perspectives with other avatars, groups, institutions or within the virtual world. Presence builds upon Otto Scharmer’s (2000) research at MIT’s Presencing Institute.
Virtual World
a simulated space located on the 3D Web in a commercial world or in an opensource grid that provides interaction with the simulator and the server’s perspective. The virtual world is comprised of regions and the resident-created 3D content that exists on them.
Literatur
Bachelard, G. (1994). The poetics of space. Beacon Press.
Bailenson, J. (2018). Experience on demand: What virtual reality is, how it works, and what it can do. W. W. Norton & Company.
Calongne, C., & Hiles, J. (2007). Blended realities: A virtual tour of education in second life, In Proceedings of the 12th Annual TCC World Conference.
Calongne, C. (2008). Educational frontiers: Learning in a virtual world. EDUCAUSE Review, 43(5), 36–48.
Calongne, C., Frankovich, D., Endorf, S., & Sandaire, J. (2008). A virtual environment for designing user interface prototypes. The Journal of Computing Sciences in Colleges, 24(1), 188–195.
Calongne, C., Stricker, A., Truman, B., Murray, J., Lavieri, E., Jr., & Martini, D. (2014). Slippery rocks and ALGAE: A multiplayer educational roleplaying game and a model for adaptive learning game design. In Proceedings of the 19th Annual TCC World Online Conference.
Calongne, C. (2019). Pioneering in the virtual world frontier. In A. G. Stricker, C. Calongne, B. Truman & F. J. Arenas (Eds.), Recent advances in applying identity and society awareness to virtual learning (pp. 322–342). IGI Global.
Calongne, C., Stricker, A., Truman, B., & Arenas, F. (2019). Cognitive apprenticeship for teaching computer science and leadership in virtual worlds. In A. G. Stricker, C. Calongne, B. Truman & F. J. Arenas (Eds.), Recent advances in applying identity and society awareness to virtual learning (pp. 180–200). IGI Global.
Hwang, G. J., & Chien, S. Y. (2022). Definition, roles, and potential re-search issues of the metaverse in education: An artificial intelligence perspective. Computers and Education: Artificial Intelligence, 3, 100082.
Lopes, C. V. (2011). Hypergrid: Architecture and protocol for virtual world interoperability. IEEE Internet Computing, 15(5), 22–29.
Scharmer, C. O. (2000). Presencing: Learning from the future as it emerges. In The Conference on Know and Innovation, Helsinki School of Economics.
Smith, S. M. (1995). Fixation, incubation, and insight in memory and creative thinking. In S. M. Smith, T. B. Ward, & R. A. Finke (Eds.), The creative cognition approach (pp. 135–156). MIT Press.
Stephenson, N. (1992). Snow crash: A novel. Random House.
Stricker, A., Holm, J., Calongne, C., & McCrocklin, M. (2011) Collaborative prototyping of learning innovations across loosely coupled educational communities. International Journal of Learning and Media, Winter, 3(1).
Stricker, A., & Calongne, C. (2015). Remapping mental models of collaboration using immersive 3D design thinking studios. In A. Kok & H. Lee (Eds.), Cultural, behavioral, and social considerations in electronic collaboration. IGI Global.
Truman, B. (2013). Transformative interactions using embodied avatars in collaborative virtual environments: Towards transdisciplinarity (Publication No. 3628698) [Doctoral diss, CTU], ProQuest Diss & Theses Global.
Tuan, Y.-F. (2001). Space and place: The perspective of experience. The University of Minnesota Press.
Ward, T. B., Smith, S. M., & Finke, R. A. (1999). Creative cognition. In R. J. Sternberg (Ed.), The handbook of creativity (pp. 189–212). MIT Press.
Wenger, E. (2013). Communities of practice: Learning, meaning, and identity. Cambridge Univ Press.
Metadaten
Titel
Education in the Metaverse
verfasst von
Cynthia Calongne
Andrew G. Stricker
Copyright-Jahr
2024
Verlag
Springer Nature Singapore
Buch
Application of the Metaverse in Education

Print ISBN: 978-981-9712-97-7

Electronic ISBN: 978-981-9712-98-4

Copyright-Jahr: 2024

DOI
https://doi.org/10.1007/978-981-97-1298-4_3

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