Cijeli program »
Enchancing motivation and engagement with immersion-based education with the use of avatars, cultural heritage, and various metaverses
Over the past two years, we have been pushed to develop human relationships via video conferencing and live streaming services. We could no longer travel to gatherings, workshops, festivals, exhibitions, or even work meetings prior to the emergence of a global epidemic. There was no possibility to hold or attend in-person lectures. In a post-pandemic era, however, some increasingly prefer the safer, cheaper, and more environmentally-friendly option of attending an event (or school classes) online (Richards, 2022). There is no doubt that traditional forms have been continuing to lose our interest and interest of our students (Rakovac et al, 2022). Even a minor transition toward more interactive and cooperative learning in the classroom has been shown to result in considerably greater learning gains for students than a traditional lecture approach (Knight and Wood, 2005).Video streaming presentations in the metaverse make things more entertaining and interesting. Digital natives who cannot recall a time before social media platforms, smart phones, and online influencers will surely gravitate towards more engaging metaverse events (Anderson and Rainie, 2022). But the biggest issues still remain – the lack of social connections and fostering sense of belonging. Although virtual conference sessions might be enjoyable, attendees frequently miss out on social contact, a crucial aspect of offline events (Simons, 2019).
Besides mentioned issues, getting students' attention is easier than keeping them engaged during the lesson. Frequent distractions are pervasive, and they make things get even more difficult. With immersion-based education this issuses seem to be diminished and successefully resolved. Immersion, flow, and presence enhance self-efficacy while absorption and immersion enhance self-regulation. (Chen and Hsu, 2020).
As predicted (Rosenberg, 2021) the metaverse will expand simultaneously in two directions: the virtual metaverse (completely simulated worlds) and the augmented metaverse (rich virtual material superimposed on the actual world with exact spatial registration). The popularity of the virtual metaverse will expand, but it will always be limited to short-term applications — mostly for gaming, socialising, shopping, and entertainment, as well as powerful education applications. In contrast, the augmented metaverse will replace mobile phones as our primary access point to digital material.
The authors conducted a study to learn more about the learning attitudes and experiences of students learning in the metaverse through the use of avatars, as well as how they felt about the immersive aspect. A group of secondary school students participated in the optional lesson. It will be demonstrated how to bridge the gap between in-person and virtual socialization.
The results of study showed that facilitating in-person connections through the use of avatars and narratives based on cultural heritage increases students' social engagement and lesson satisfaction, and fosters a sense of belonging. Also it has showed that immersive learning has positive impact on motivation and engagement.
These findings are in accordance with some of the optimistic theories about the postdigital age (Cormier et al., 2019). It is in accordance that it offers the structure for an\senvironment that is excellent enough, frstly, to hold an individual as they identify and develop\sauthentic personal experiences, and secondly, to inspire that individual to expand her/his\squestioning and actions in the world. In this sense, as people's social experiences expand into what are now known as digital spaces, the digital becomes secondary to the relationships that form and the activities that occur in an environment. A crucial player in the postdigital era is consequently a significant, more experienced other against whom an individual may test their true experiences in a secure manner. In the postdigital era, the personal and emotional take precedence and serve as a foundation for cognitive growth (Cormier et al., 2019).
References: • Anderson, J., Rainie, L. (2022). The Metaverse in 2040. Pew Research Center. • Chen, Y-L., Hsu, C-C. (2020). Self-regulated mobile game-based English learning in a virtual reality environment. Computers & Education, vol. 154, DOI:10.1016/j.compedu.2020.103910 • Cormier, D., Jandrić, P., Childs, M., Hall, R., White, D., Phipps, L., Truelove, I., Hayes, S., & Fawns, T. (2019). Ten Years of the Postdigital in the 52group: Refections and Developments 2009–2019. Postdigital Science and Education, 1(2), 475–506. DOI: 10.1007/s42438-019-00049-8. • Knight, K.J, Wood, B.W. (2005). Teaching More by Lecturing Less. Cell Biology Education,4(4), 298–310. • Rakovac Bekeš, E., Galzina, V., Berbić Kolar, E. (2022). Back to 80`s – a case study of how an 8-bit pixel art virtual world enhances the social components of remote teaching. MIPRO 2022 Proceedings, 643-647. • Richards, G. (2022). Physical and digital events: virtually the same? An examination of the digital pivot in events. Research Seminar of the School of Events, Tourism and Hospitality Management. Leeds Beckett University. • Rosenberg, L. (2021). Metaverse 2030. Predict, https://medium.com/predict/metaverse-2030-ee59e4d4010d • Simons, I. (2019). Events and online interaction: The construction of hybrid event communities. Leisure Studies, 38(2), 145-159.