Metaverse as Active Learning Environment for Blended Learning
DOI:
https://doi.org/10.5753/rbie.2023.2908Keywords:
COVID-19, Metaverse, Active Learning, Blended LearningAbstract
Education has been transformed during COVID-19 pandemic, including changes in teaching and learning processes that encourage students to participate, collaborate, and develop critical thinking during remote classes. Therefore, many teachers adapted active learning techniques in an attempt to improve the students' interaction, motivation, and learning. With the improvement in the pandemic scenario and the gradual return of face-to-face activities, teachers and students found themselves in a new challenging environment, the ``post-pandemic'' blended teaching and learning. In this context, metaverse-supported technologies arise as innovative platforms to support this type of learning scenario once they propose the extension of the real world to virtual environments. This article aimed to present the use of metaverse as an active learning environment that supports blended educational contexts. From a mixed method (qualitative and quantitative) based on survey, we analyzed the students' perceptions of technological acceptance, the \textit{online} learning environment, and their motivation related to this kind of environment. As a result, we observed positive evidence in students' perceptions that indicates metaverse environments as possible approaches to blended teaching and learning contexts. Therefore, from lessons learned from the COVID-19 pandemic, this article brings contributions that can help educators think about educational practices that help them in this educational reality "post-COVID".
Downloads
References
Allua, S., & Thompson, C. B. (2009). Inferential statistics. Air Medical Journal, 28(4), 168–171. doi: 10.1016/j.amj.2009.04.013 [GS Search]
Almeida Brochado, R., & de Carvalho, M. A. G. (2021). Revisão sistemática de estudos e aplicações de modelos pedagógicos diversificados. Revista Brasileira de Informática Na Educação, 29, 718–745. doi: 10.5753/rbie.2021.29.0.718 [GS Search]
Araújo, R., Santos, R., Farias, R. S., Franca, R., Silva, T., Vasconcelos, R., Tedesco, P., Padilha, M., & Belian, R. B. (2015). Investigação sobre inovações pedagógicas protagonizadas por docentes em uma instituição e ensino universitário no brasil. CINDU2015–IV Congresso Internacional de Docência Universitária. Vigo. Anais Do CINDU. [GS Search]
Baker, J. (2007). Constructivist online learning environment survey. In Handbook of Research on Electronic Surveys and Measurements (pp. 299–301). IGI Global. doi: 10.4018/978-1-59140-792-8.ch03 [GS Search]
Barry, D. M., Ogawa, N., Dharmawansa, A., Kanematsu, H., Fukumura, Y., Shirai, T., Yajima, K., & Kobayashi, T. (2015). Evaluation for students’ learning manner using eye blinking system in Metaverse. Procedia Computer Science, 60, 1195–1204. doi: 10.1016/j.procs.2015.08.181 [GS Search]
Basili, V. R. (1992). Software modeling and measurement: the Goal/Question/Metric paradigm. Technical Report: University of Maryland , (CS-TR-2956, UMIACS-TR-92-9). [GS Search]
Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the classroom. ERIC. [GS Search]
Burgess, S., & Sievertsen, H. H. (2020). Schools, skills, and learning: The impact of COVID-19 on education. VoxEu. Org, 1(2). [GS Search]
Campbell, D. T., & Stanley, J. C. (2015). Experimental and quasi-experimental designs for research. Ravenio Books. [GS Search]
Castro, R., & Classe, T. (2021). Netflix na Disciplina Auditoria de Sistemas: Um Relato de Aplicação de Aprendizagem Ativa. Anais Do XXIX Workshop Sobre Educação Em Computação, 71–80. doi: 10.5753/wei.2021.15898 [GS Search]
Castro, R.M, & Classe, T. M. (2022). Usando Aprendizagem Ativa Durante o Ensino Remoto - Um Estudo Usando Brainstorming e Cocriação de Conteúdo Didático. Anais Do XXX Workshop Sobre Educação Em Computação, 251–262. Porto Alegre, RS, Brasil: SBC. doi: 10.5753/wei.2022.222400 [GS Search]
Castro, Ronney Moreira, Classe, T. M., & Siqueira, S. W. M. (2022). Técnicas e Tecnologias Diversas no Ensino Remoto Emergencial de Engenharia de Software. Anais Do II Simpósio Brasileiro de Educação Em Computação, 163–170. doi: 10.5753/educomp.2022.19210 [GS Search]
Castro, Ronney Moreira, Siqueira, S. W., Bastos, C. A. R., & Fernandes, M. C. P. (2018). Active Learning in Practice: Techniques and Experiences in Information Systems Courses in Brazil. In Active Learning Strategies in Higher Education. Emerald Publishing Limited. doi: 10.1108/978-1-78714-487-320181012 [GS Search]
Chen, Y., Lin, W., Zheng, Y., Xue, T., Chen, C., & Chen, G. (2022). Application of Active Learning Strategies in Metaverse to Improve Student Engagement: An Immersive Blended Pedagogy Bridging Patient Care and Scientific Inquiry in Pandemic. Available at SSRN 4098179. doi: 10.2139/ssrn.4098179 [GS Search]
Classe, T. M., Castro, R. M., & Oliveira, E. G. (2023). Metaverso como um ambiente de aprendizado para o ensino híbrido. RIED-Revista Iberoamericana de Educación a Distancia, 26(2). doi: 10.5944/ried.26.2.36097 [GS Search]
Coelho, J. A., Souza, G. H., & Albuquerque, J. (2020). Desenvolvimento de questionários e aplicação na pesquisa em Informática na Educação. Metodologia de Pesquisa Em Informática Na Educação: Abordagem Quantitativa de Pesquisa, 2. [GS Search]
Creswell, J. W., & Clark, V. L. P. (2017). Designing and conducting mixed methods research. Sage publications. [GS Search]
Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16(3), 297–334. doi: 10.1007/BF02310555 [GS Search]
Crowder, M. J., Kimber, A., Smith, R., & Sweeting, T. (2017). Statistical analysis of reliability data. Routledge. [GS Search]
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(1), 319–340. doi: 10.2307/249008 [GS Search]
Deci, E. L., & Ryan, R. M. (2013). Intrinsic motivation and self-determination in human behavior. Springer Science & Business Media. [GS Search]
Duque, R., Bringas, S., & Montaña, J. L. (2021). Active Learning based on Electronic Focus Groups and Participatory Design during the COVID-19 period. Ninth International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM’21), 67–71. doi: 10.1145/3486011.3486421 [GS Search]
Fidel, R. (1984). The case study method: A case study. Library and Information Science Research, 6(3), 273–288. [GS Search]
Freire, A. P., Paiva, D. M. B., & de Mattos Fortes, R. P. (2020). Acessibilidade Digital Durante a Pandemia da COVID-19-Uma Investigação sobre as Instituições de Ensino Superior Públicas Brasileiras. Revista Brasileira de Informática Na Educação, 28, 956–984. doi: 10.5753/rbie.2020.28.0.956 [GS Search]
Freitas, A. L. P., & Rodrigues, S. G. (2005). A avaliação da confiabilidade de questionários: uma análise utilizando o coeficiente alfa de Cronbach. XII SIMPEP, 1(1), 1–15. doi: 10.13140/2.1.3075.6808 [GS Search]
Gagné, M., & Deci, E. L. (2005). Self-determination theory and work motivation. Journal of Organizational Behavior, 26(4), 331–362. doi: 10.1002/job.322 [GS Search]
Gasparin, M., Menegotto, I. H., & da Cunha, C. S. (2010). Psychometric properties of the international otcome inventory for hearing AIDS. Brazilian Journal of Otorhinolaryngology, 76(1), 85–90. doi: 10.1590/S1808-86942010000100014 [GS Search]
Goedert, L., & Arndt, K. B. F. (2020). Mediação pedagógica e educação mediada por tecnologias digitais em tempos de pandemia. Criar Educação, Criciúma, 9. doi: 10.18616/ce.v9i2.6051 [GS Search]
Guri-Rosenblit, S. (2009). Distance education in the digital age: Common misconceptions and challenging tasks. International Journal of E-Learning & Distance Education/Revue Internationale Du e-Learning et La Formation à Distance, 23(2), 105–122. [GS Search]
Inceoglu, M. M., & Ciloglugil, B. (2022). Use of Metaverse in Education. International Conference on Computational Science and Its Applications, 171–184. doi: 10.1007/978-3-031-10536-4_12 [GS Search]
Jeon, J. H. (2021). A study on education utilizing Metaverse for effective communication in a convergence subject. International Journal of Internet, Broadcasting and Communication, 13(4), 129–134. doi: 10.7236/IJIBC.2021.13.4.129 [GS Search]
Kaddoura, S., & Al Husseiny, F. (2021). An approach to reinforce active learning in higher education for IT students. Global Journal of Engineering Education, 23(1), 43–48. [GS Search]
Kim, K., Yang, E., & Ryu, J. (2022). Work-in-progress—The Effect of Students’ Perceptions on Intention to use Metaverse Learning Environment in Higher Education. 2022 8th International Conference of the Immersive Learning Research Network (ILRN), 1–3. doi: 10.23919/iLRN55037.2022.9815996 [GS Search]
Kim, T. K. (2015). T test as a parametric statistic. Korean Journal of Anesthesiology, 68(6), 540–546. doi: 10.4097/kjae.2015.68.6.540 [GS Search]
Krathwohl, D. R. (2002). A revision of Bloom’s taxonomy: An overview. Theory into Practice, 41(4), 212–218. doi: 10.1207/s15430421tip4104_2 [GS Search]
Kumar, A., Krishnamurthi, R., Bhatia, S., Kaushik, K., Ahuja, N. J., Nayyar, A., & Masud, M. (2021). Blended learning tools and practices: A comprehensive analysis. Ieee Access, 9, 85151–85197. doi: 10.1109/ACCESS.2021.3085844 [GS Search]
Kye, B., Han, N., Kim, E., Park, Y., & Jo, S. (2021). Educational applications of metaverse: possibilities and limitations. Journal of Educational Evaluation for Health Professions, 18. doi: 10.3352/jeehp.2021.18.32 [GS Search]
Maia, F., & Machado, A. A. (2021). Aprendizagem Ativa: novas responsabilidades discente e docente. Anais Do VI Congresso Sobre Tecnologias Na Educação, 120–127. [GS Search]
Malinowski, J., & Johnson, M. (2001). Navigating the acvtive learning swamp. Journal of College Science Teaching, 31(3). [GS Search]
Massey, A. P., Brown, S. A., & Johnston, J. D. (2005). Teaching Tip: It’s All Fun and Games... Until Students Learn. Journal of Information Systems Education, 16(1), 9.
Meyer, C. B. (2001). A case in case study methodology. Field Methods, 13(4), 329–352. doi: 10.1177/1525822X0101300402 [GS Search]
Mitchell, A., Petter, S., & Harris, A. (2017). Learning by doing: Twenty successful active learning exercises for information systems courses. Journal of Information Technology Education. Innovations in Practice, 16, 21. doi: 10.28945/3643 [GS Search]
Monahan, D. (2022). Connecting with Students in the Hybrid 2.0 Classroom. Higher Education Implications for Teaching and Learning During COVID-19, 135.10.28945/3643 [GS Search]
Morrison, E. S., Naro-Maciel, E., & Bonney, K. M. (2021). Innovation in a time of crisis: adapting active learning approaches for remote biology courses. Journal of Microbiology & Biology Education, 22(1), ev22i1-2341. doi: 10.1128/jmbe.v22i1.2341 [GS Search]
Mystakidis, S. (2021). Deep meaningful learning. Encyclopedia, 1(3), 988–997. doi: 10.3390/encyclopedia1030075 [GS Search]
Mystakidis, S. (2022). Metaverse. Encyclopedia, 2(1), 486–497. doi: 10.3390/encyclopedia2010031 [GS Search]
Oliveira, M., & Borges, A. C. (2021). Usando a Storytelling Enquanto Metodologia de Aprendizagem Ativa: Um Relato de Experiência. Anais Do VI Congresso Sobre Tecnologias Na Educação, 508–514. [GS Search]
Oliveira, N. J., Procaci, T. B., & Siqueira, S. W. M. (2020). Captura da aceitação do blackboard e do tipo de motivação de alunos de cursos presenciais de Ciências Exatas em uma universidade privada. Revista Brasileira de Informática Na Educação, 28, 229–259. doi: 10.5753/RBIE.2020.28.0.229 [GS Search]
Pimentel, M., & Carvalho, F. S. P. (2020). Princípios da Educação Online: para sua aula não ficar massiva nem maçante. SBC Horizontes. [GS Search]
Plackett, R. L. (1983). Karl Pearson and the chi-squared test. International Statistical Review/Revue Internationale de Statistique, 59–72. doi: 10.2307/1402731 [GS Search]
Rajeh Alsalhi, N., Darweesh Qusef, A., Sulieman Al-Qatawneh, S., & Elmagzoub Eltahir, M. (2022). Students’ Perspective on Online Assessment during the COVID-19 Pandemic in Higher Education Institutions. Information Sciences Letters, 11(1), 10. [GS Search]
Recker, J. (2013). Scientific research in information systems: a beginner’s guide. Springer.
Rincon-Flores, E. G., & Santos-Guevara, B. N. (2021). Gamification during Covid-19: Promoting active learning and motivation in higher education. Australasian Journal of Educational Technology, 37(5), 43–60. doi: 10.14742/ajet.7157 [GS Search]
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67. doi: 10.1006/ceps.1999.1020 [GS Search]
Sandrone, S., Scott, G., Anderson, W. J., & Musunuru, K. (2021). Active learning-based STEM education for in-person and online learning. Cell, 184(6), 1409–1414. doi: 10.1016/j.cell.2021.01.045 [GS Search]
Shapiro, S. S., & Wilk, M. B. (1965). An analysis of variance test for normality (complete samples). Biometrika, 52(3/4), 591–611. doi: 10.2307/2333709 [GS Search]
Siegel, A. A., Zarb, M., Alshaigy, B., Blanchard, J., Crick, T., Glassey, R., Hott, J. R., Latulipe, C., Riedesel, C., Senapathi, M., & others. (2021). Teaching through a Global Pandemic: Educational Landscapes Before, During and After COVID-19. In Proceedings of the 2021 Working Group Reports on Innovation and Technology in Computer Science Education (pp. 1–25). doi: 10.1145/3502870.3506565 [GS Search]
Smart, J., Cascio, J., & Paffendorg, J. (2007). Metaverse roadmap: pathway to the 3D web. Ann Arbor (MI): Acceleration Studies Foundation. [GS Search]
Staker, H., & Horn, M. B. (2012). Classifying K–12 blended learning. Technical Report: Innosight Institute. [GS Search]
Stephenson, N. (2003). Snow crash: A novel. Spectra. [GS Search]
Suh, W., & Ahn, S. (2022). Utilizing the Metaverse for Learner-Centered Constructivist Education in the Post-Pandemic Era: An Analysis of Elementary School Students. Journal of Intelligence, 10(1), 17. doi: 10.3390/jintelligence10010017 [GS Search]
Tayebinik, M., & Puteh, M. (2013). Blended Learning or E-learning? ArXiv Preprint ArXiv:1306.4085. doi: 10.48550/arXiv.1306.4085 [GS Search]
Taylor, P. C., & Maor, D. (2000). The Constructivist On-Line Learning Environment Survey (COLLES). Curtin University of Technology, Pert, Australia. doi: 10.4018/9781591407928.ch036 [GS Search]
Thongkoo, K., & Daungcharone, K. (2022). Using Flipped Classroom: MOOCs and Active Learning Approach to Promoting Undergraduate Students’ Learning Achievement. 2022 Joint International Conference on Digital Arts, Media and Technology, 1(1), 118–121. doi: 10.1109/ECTIDAMTNCON53731.2022.9720375 [GS Search]
Tlili, A., Huang, R., Shehata, B., Liu, D., Zhao, J., Metwally, A. H. S., Wang, H., Denden, M., Bozkurt, A., Lee, L.-H., & others. (2022). Is Metaverse in education a blessing or a curse: a combined content and bibliometric analysis. Smart Learning Environments, 9(1), 1–31. doi: 10.1186/s40561-022-00205-x [GS Search]
Toshalis, E., & Nakkula, M. J. (2012). Motivation, engagement, and student voice. Jobs for the Future Boston, MA. [GS Search]
Valente, J. A. (2014). Blended learning e as mudanças no ensino superior: a proposta da sala de aula invertida. Educar Em Revista, 79–97. doi: 10.1590/0104-4060.38645 [GS Search]
Van der Merwe, D. (2021). The metaverse as virtual heterotopia. 3rd World Conference on Research in Social Sciences. doi: 10.33422/3rd.socialsciencesconf.2021.10.61 [GS Search]
Venkatesh, V., & Bala, H. (2008). Technology acceptance model 3 and a research agenda on interventions. Decision Sciences, 39(2), 273–315. doi: 10.1111/j.1540-5915.2008.00192.x [GS Search]
Venkatesh, V., & Davis, F. D. (2000). A theoretical extension of the technology acceptance model: Four longitudinal field studies. Management Science, 46(2), 186–204. doi: 10.1287/mnsc.46.2.186.11926 [GS Search]
Viner, R. M., Russell, S. J., Croker, H., Packer, J., Ward, J., Stansfield, C., Mytton, O., Bonell, C., & Booy, R. (2020). School closure and management practices during coronavirus outbreaks including COVID-19: a rapid systematic review. The Lancet Child & Adolescent Health, 4(5), 397–404. doi: 10.1016/S2352-4642(20)30095-X [GS Search]
Wang, Y., Lee, L.-H., Braud, T., & Hui, P. (2022). Re-shaping Post-COVID-19 Teaching and Learning: A Blueprint of Virtual-Physical Blended Classrooms in the Metaverse Era. ArXiv Preprint ArXiv:2203.09228. doi: 10.48550/arXiv.2203.09228 [GS Search]
Yang, Y., & Green, S. B. (2011). Coefficient alpha: A reliability coefficient for the 21st century? Journal of Psychoeducational Assessment, 29(4), 377–392. doi: 10.1177/0734282911406668 [GS Search]
Yin, R. K. (2009). Case study research: Design and methods (Vol. 5). sage. [GS Search]
Yue, K. (2022). Breaking down the Barrier between Teachers and Students by Using Metaverse Technology in Education: Based on A Survey and Analysis of Shenzhen City, China. 2022 13th International Conference on E-Education, E-Business, E-Management, and E-Learning (IC4E), 40–44. doi: 10.1145/3514262.3514345 [GS Search]
Additional Files
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Tadeu Moreira de Classe, Ronney Moreira de Castro, Eduardo Gomes de Oliveira
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
