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CUC2022: Otvaranje u zatvorenom svijetu - postdigitalna znanost i obrazovanje / CUC2022: Opening up in a closed world - postdigital science and education

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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, • Simons, I. (2019). Events and online interaction: The construction of hybrid event communities. Leisure Studies, 38(2), 145-159.

Ella Rakovac Bekeš
I. gimnazija Osijek

After acquiring the degree at the University Department of Mathematics in Osijek and title professor of mathematics and informatics , she also acquired master`s degree and the title of master of science at the Faculty of Electrical Engineering in Osijek. As one of the Scientix ambassadors for the Republic of Croatia, she participates in numerous pilot projects, promotes and implements a large number of STEM activities. She participates in numerous national and international scientific conferences and professional conferences as an active participant. Also, actively participates in international Erasmus projects and projects in the field of STEM, and makes the greatest contribution in the field of innovation in teaching by applying augmented reality technology and preserving intangible cultural heritage. Author of published digital educational content. Few years in a row holder of the Ministry of Education award for the best educational worker. Promoted to the title of Excellent Advisor.

Vjekoslav Galzina
Faculty of Education and Kinesiology Faculty Osijek

Born 47 years ago, associate professor at the Faculty of Education and Kinesiology Faculty Osijek, University of Osijek. He holds a PhD, a master's degree and a degree in mechanical engineering from the Faculty of Mechanical Engineering in Slavonski Brod. He was employed as a project manager in the company Đuro Đaković Elektromont d.d. Slavonski Brod, led the trade Peritus Nodus, and was employed as a senior assistant at the Faculty of Mechanical Engineering in Slavonski Brod and as a lecturer at the Polytechnic in Slavonski Brod. He currently works as the head of the Department of Interdisciplinary Sciences at the Faculty of Kinesiology Osijek and in various roles at the Faculty of Education. Areas of interest divergent, from intangible cultural heritage through artificial intelligence and software design to process control and human machine interfaces design and implementation.

Emina Berbić Kolar
Faculty of Education Osijek

Born October 24, 1976 in Slavonski Brod, Republic of Croatia. In her hometown, she completed elementary and secondary grammar school with a focus on the natural sciences. Following graduation, she enrolled in the Faculty of Pedagogy's Study Program in Croatian Language and Literature at the Josip Juraj Strossmayer University of Osijek. She graduated from Osijek's Faculty of Pedagogy. She enrolled in the Linguistics postgraduate programme Croatian Language in the Context of Middle European Languages and Literatures at the Faculty of Philosophy in Osijek during the 2000-2001 academic year (former Faculty of Pedagogy). The title of her master's thesis is: Posavski govori u 20. st. Naglasak na govore sela uz grad Slavonski Brod. On November 10, 2006, she earned her Master of Science. She was awarded the PhD on September 8, 2009, after successfully defending her dissertation: Govori slavonskoga dijalekta brodskog kraja. She taught at the Ivan Goran Kovačić Elementary School in Slavonski Brod, the High School for Economics and Administration in Slavonski Brod, and the Matija Mesić Grammar School in Slavonski Brod, in reference to her professional activities. She has been employed as an assistant at the Faculty of Education since 1 December 2008. She is currently a full professor and vice dean for teaching in the Faculty of Education. She has authored and published nearly a hundred scientific and professional articles and five scientific monographs. She has been involved in numerous national and international scientific projects. She is the mother of two daughters and is married.

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