International Journal of Internet, Broadcasting and Communication

The Institute of Internet, Broadcasting and Communication (한국인터넷방송통신학회)
권호 표지
DOI QR코드

DOI QR Code

A Study on Metaverse Learning Based on TPACK Framework

  • Received : 2022.11.21
  • Accepted : 2022.11.28
  • Published : 2023.02.28
Download PDF
⟨ Previous Next ⟩

Abstract

In the educational environment of the post-COVID-19 era, metaverse learning, which can improve the disadvantages of online learning and improve learning outcomes, is attracting attention. Metaverse is expected to play an important role as a learning experience platform (LXP) that can provide immersion and experience for learners. In order to successfully introduce and utilize metaverse learning that utilizes the metaverse platform, teachers' knowledge of metaverse-related technologies and pedagogical convergence is important. So far, teacher knowledge for educational use of the metaverse has not been explored. In this regard, this study explored the TPACK (Technological, Pedagogical And Content Knowledge) framework as a teacher's knowledge system for metaverse learning. Based on this, this study designed the class contents of metaverse learning. The results of this study are expected to diffuse the importance of TPACK required for metaverse learning and contribute to the development of teachers' competence.

Keywords

References

  1. S. Han, and Y. Noh, "Analyzing Higher Education Instructors' perception on Metaverse-based Education," Journal of Digital Contents Society, vol. 22, no. 11, pp. 1793-1806, 2021. https://doi.org/10.9728/dcs.2021.22.11.1793
  2. B. Kye, N. Han, E. Kim, Y. Park, and S. Jo, "Educational applications of metaverse: possibilities and limitations," Journal of Educational Evaluation for Health Professions, vol. 18, 2021. https://doi.org/10.3352/jeehp.2021.18.32
  3. S. Lee, and T. Kim, "Re-Boot MVS, Evolution to the 2.0 era," ICT ISSUE BLENDER, Korea National Information Society Agency, vol. 5, 2021.
  4. J. Y. Lee, Exploring hype dynamics of virtual reality and augmented reality for predicting success factors of metaverse, Ph.D. Thesis. University of Yonsei, Seoul, Korea, 2022.
  5. J. Y. Lee, "A Study on Metaverse Hype for Sustainable Growth," International journal of advanced smart convergence, vol. 10, no. 3, pp. 72-80, 2021. https://doi.org/10.7236/IJASC.2021.10.3.72
  6. J. Diaz, C. Saldana, and C. Avila, "Virtual World as a Resource for Hybrid Education," International Journal of Emerging Technologies in Learning (iJET), vol. 15, no. 15, pp. 94-109, 2020. https://doi.org/10.3991/ijet.v15i15.13025, https://www.learntechlib.org/p/217986
  7. Z. Chen, "Exploring the application scenarios and issues facing Metaverse technology in education," Interactive Learning Environments, pp. 1-13, 2022. https://www.tandfonline.com/doi/full/10.1080/10494820.2022.2133148
  8. G. R. MORRISON, and D. L. LOWTHER, "Educational technology research past and present: Balancing rigor and relevance to impact school learning," Contemporary educational technology, vol. 1, no. 1, pp. 17-35, 2010. https://dergipark.org.tr/en/pub/cet/issue/25719/271396 https://doi.org/10.30935/cedtech/5959
  9. A. Januszewski, and M. Molenda, Educational technology: A definition with commentary, Routledge, 2013.
  10. P. Mishra, and M. J. Koehler, "Technological pedagogical content knowledge: A framework for teacher knowledge," Teachers college record, vol. 108, no. 6, pp. 1017-1054, 2006. https://journals.sagepub.com/doi/10.1111/j.1467-9620.2006.00684.x
  11. M. J. Koehler, P. Mishra, K. Kereluik, T. S. Shin, and C. R. Graham, "The technological pedagogical content knowledge framework," Handbook of research on educational communications and technology, pp. 101-111: Springer, 2014. https://doi.org/10.1007/978-1-4614-3185-5_9
  12. J. Voogt, P. Fisser, N. Pareja Roblin, J. Tondeur, and J. van Braak, "Technological pedagogical content knowledge-a review of the literature," Journal of computer assisted learning, vol. 29, no. 2, pp. 109-121, 2013. https://onlinelibrary.wiley.com/doi/10.1111/j.1365-2729.2012.00487.x
  13. K. Shankar, D. Phelan, V. R. Suri, R. Watermeyer, C. Knight, and T. Crick, "'The COVID-19 crisis is not the core problem': experiences, challenges, and concerns of Irish academia during the pandemic," Irish Educational Studies, vol. 40, no. 2, pp. 169-175, 2021. https://www.tandfonline.com/doi/full/10.1080/03323315.2021.1932550