Reading Assignment - Part B

Hirsh-Pasek, Z. J. K. M. (2022, March 9). A whole new world: Education meets the metaverse. Brookings. https://www.brookings.edu/research/a-whole-new-world-education-meets-the-metaverse/ 

    Hirsh-Pasek et al.’s article outlines the educational opportunities within the metaverse and through their vision of students engaged in a fully immersive virtual reality experience of Ancient Greece led by their classroom teacher. Hirsh-Pasek et al. argue that educators cannot fall behind on emerging technologies such as the metaverse, as their expertise in pedagogy and content knowledge is needed to ensure that virtual worlds for education are developed with meaningful, valuable learning opportunities. Hirsh-Pasek et al. articulate the potential for the metaverse in education through setting clear and specific learning goals and connections to the 6 Cs (collaboration, communication, content, critical thinking, creative innovation, confidence). 

    This article was an excellent reminder that the metaverse in education provides opportunities for students to learn through play and by being fully immersed in an experience. This article is helpful in shaping my approach to my Vision for the Future assignment because it shows that teachers are the leaders in these immersive learning experiences and that students are not led to explore virtual worlds without guidance. Finally, one of the things that stuck with me most about this article was their mention of the Magic School Bus and Ms. Frizzle. Using the metaverse to guide students through immersive experiences using metaverse technologies in the way that Ms. Frizzle immerses her students in learning with the Magic School Bus seems exciting to me. I think this connection will be important in helping teachers to understand how metaverse technology is something to look forward to in education, rather than to fear. 

How the Metaverse and Gaming Can Transform Education | ASU+GSV 2022. (2022, April 12). [Video]. YouTube. https://www.youtube.com/watch?v=kGBTEz_vhkQ 

    This panel discussion from the 2022 ASU+GSV Summit (Arizona State University + Global Silicon Valley) focuses on game-based education and how it can lead to deeper learning. Panelists from Roblox, Epic Games, Microsoft, Schmidt Futures, Endless, as well as a GSV investor, discuss the benefits of game-based learning as well as the expertise and thoughtful design that is required to create effective educational games and programs. The panelists discuss the exciting opportunities for education and game-based learning in a more immersive gaming environment, the metaverse. 

    Prior to beginning my research, I had a vision in my mind of the metaverse being used in education to replace the classroom experience with a virtual version of a traditional classroom environment. I feared that metaverse technologies targeting children and education were primarily being created to treat children as consumers by technology companies. I wanted to approach the topic of metaverse in education with more of an open mind, and this video helped me to reframe my closed off thinking about the metaverse within education. The game-based approach to education and the metaverse within education are being carefully designed with input from educational experts, as discussed by the panel members. 

Johnson, A., Moher, T., Cho, Y., Lin, Y., Haas, D., & Kim, J. (2002). Augmenting elementary school education with VR. IEEE Computer Graphics and Applications, 22(2), 6–9. https://doi.org/10.1109/38.988740

    Johnson et al.’s article discusses virtual reality experiences that they have used with a partner elementary school since 1998. The article outlines some of the ways that the students have participated in VR experiences to deeply engage in scientific learning. The VR experiences discussed by Johnson et al., aim to “complement real-world experiences rather than replace them” (p. 6). Before, during, and after participating in the VR programs, students are engaging in discussions, collaborative problem solving, brain storming, and data collection. Johnson et al. view the potential of VR when used in conjunction with real world experiences and in-person discussions to increase students’ understanding of scientific concepts and knowledge. 

    This article, published in 2002, demonstrates that VR experiences in education are not new, even though the idea of the metaverse is becoming more prevalent in the lives of our students. The VR examples provided by Johnson et al., help develop a better understanding of how VR experiences can be used in the classroom to complement in person learning and experiences. 

Rospigliosi, P. A. (2022). Metaverse or Simulacra? Roblox, Minecraft, Meta and the turn to virtual reality for education, socialisation and work. Interactive Learning Environments, 30(1), 1–3. https://doi.org/10.1080/10494820.2022.2022899

    Rospigliosi’s article considers the expected increase of participation in the metaverse in social, education, and work environments. While Rospigliosi argues the “uptake of virtual reality presents new and highly flexible opportunities for learning environments and learning experiences” (2022, p. 1), he also explains potential downfalls of virtual reality including “risks of disconnect from the authentic” (2022, p. 1), and “the intrusive reach of targeted marketing” (p. 2 – 3). Rospigliosi’s article provides an overview of the expected rise of the metaverse in our daily lives and the pros and cons of these types of immersive virtual reality environments. 

While my excitement for the potential benefits of metaverse technologies in the classroom and library grew through my research, it is important to be mindful of the risks while assessing technologies to use with students. This article will be important in considering how to address these risks within the metaverse and to support students in being mindful of risks in the metaverse and in all digital technologies. 

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. https://doi.org/10.3390/jintelligence10010017

    Suh and Ahn’s article discusses their study which included surveying elementary students at a school in Korea to determine the potential of the metaverse in education through students’ attitudes toward, and experiences with, the virtual world. Their study results found that the metaverse is already embedded into the lives of our students and that elementary students have favourable attitudes toward the virtual world. They argue that the positive experiences, interests, and attitudes of students toward the virtual world suggests that students will be engaged in educational opportunities within the metaverse. 

    While we often make assumptions that students are more engaged in learning through technology, the data collected by Suh and Ahn will be helpful in determining whether students truly will be engaged in learning through metaverse technologies, especially post-remote learning.