Metaverse in Science (Physics-Chemistry-Biology) Education

Year 2023, Volume: 2 Issue: 2, 262 - 288, 29.12.2023

Ali Yağcı Cihad Şentürk

https://doi.org/10.58650/educatione.1299434

Abstract

The metaverse, the post-reality universe, a continuous and persistent multi-user environment that combines physical reality with digital virtuality, has the potential to revolutionize education. The use of the metaverse in education can ensure student participation, interactive learning, motivation, and permanent, perpetual learning. In a metadata repository, students can create immersive learning environments such as virtual field trips, simulations, interactive exercises and role-playing. This can provide students with a more interactive and absorbing learning experience than traditional classroom environments. Moreover, the metaverse offers students collaborative learning opportunities through which they can work together on projects and share ideas in a virtual environment. However, there are also some difficulties with the use of the metaverse in education. Some of the main challenges are implementation costs and the need for well-equipped IT tools, technical infrastructure and support. Although there are both benefits and challenges associated with the use of the metaverse in education, it has the potential to transform the teaching and learning process. As technology continues to develop, it will become important for educators to consider the use of the metaverse and other virtual learning environments in their teaching practices and to implement these practices in their teaching processes. This in turn will contribute to students’ learning. In general, it is predicted that the use of the metaverse and other virtual applications in education will play an important role in educational activities in the near future. The aim of the research is to reveal the status of metaverse practices in science (physics-chemistry-biology) education. This research was structured with “document analysis model” based on qualitative research design.

Keywords

Science education, metaverse, metaverse in science education, virtual reality, augmented reality

Fen Bilimleri (Fizik-Kimya-Biyoloji) Eğitiminde Metaverse

Abstract

Metaverse, fiziksel gerçekliği dijital sanallıkla birleştiren sürekli ve kalıcı çok kullanıcılı bir ortam olan gerçeklik sonrası evren, eğitimde devrim meydana getirme potansiyeline sahiptir. Eğitimde metaverse kullanımı; öğrenci katılımını, etkileşimli öğrenmeyi, motivasyonu ve kalıcı izli öğrenmeyi sağlayabilir. Bir meta veri deposunda öğrenciler; sanal geziler, simülasyonlar, interaktif çalışmalar ve rol yapma, gibi sürükleyici öğrenme deneyimleri yaşayabilir. Bu durum, öğrenciler için geleneksel sınıf ortamlarından daha etkileşimli ve ilgi çekici bir öğrenme ortamı sağlayabilir. Ayrıca metaverse, öğrencilerin projeler üzerinde birlikte çalışabilecekleri ve sanal bir ortamda fikir paylaşabilecekleri işbirliğine dayalı öğrenme fırsatları sunmaktadır. Bununla birlikte, eğitimde metaverse kullanımıyla ilgili bazı zorluklar da vardır. Başlıca zorluklardan bazıları; uygulama maliyetlerinin yüksek olması, iyi donanıma sahip bilişim araçlarına her bireyin ulaşım imkânının olmaması, teknik altyapı yetersizliği ve teknik desteğe ihtiyaç duyulmasıdır. Teknoloji gelişmeye devam ettikçe, eğitimcilerin öğretim uygulamalarında metaverse ve diğer sanal öğrenme ortamlarının kullanımını dikkate almaları ve öğretim süreçlerinde bu uygulamaları işe koşmaları önem kazanacaktır. Bu da öğrencilerin öğrenmelerine katkı sağlayacaktır. Genel olarak, eğitimde metaverse vb. diğer sanal uygulamaların, yakın gelecekte eğitim-öğretim faaliyetlerinde önemli bir yer alacağı öngörülmektedir. Araştırmanın amacı, fen bilimleri (fizik-kimya-biyoloji) eğitiminde metaverse uygulamaların ne durumda olduğunu ortaya koymaktır. Bu araştırma nitel araştırma desenine dayalı “doküman analizi modeli” ile yapılandırılmıştır.

Keywords

Fen eğitimi, metaverse, fen eğitiminde metaverse, sanal gerçeklik, artırılmış gerçeklik

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