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Metaverse in Science (Physics-Chemistry-Biology) Education

Yıl 2023, Cilt: 2 Sayı: 2, 262 - 288, 29.12.2023
https://doi.org/10.58650/educatione.1299434

Öz

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.

Kaynakça

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Fen Bilimleri (Fizik-Kimya-Biyoloji) Eğitiminde Metaverse

Yıl 2023, Cilt: 2 Sayı: 2, 262 - 288, 29.12.2023
https://doi.org/10.58650/educatione.1299434

Öz

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.

Kaynakça

  • Abd Majid, N.A., & Abd Majid, N. (2018). Augmented reality to promote guided discovery learning for STEM learning. International Journal on Advanced Science Engineering and Information Technology, 8(4-2), 1494-1500. https://doi.org/10.18517/ijaseit.8.4-2.6801
  • Akbari, W. A., Tukino, T., Huda, B., & Muslih, M. (2023). Sentiment analysis of twitter user opinions related to metaverse technology using lexicon based method. Sinkron: Jurnal dan Penelitian Teknik Informatika, 8(1), 195-201. https://doi.org/10.33395/sinkron.v8i1.11992
  • Alkan, S., & Bolat, Y. (2022). Eğitimde metaverse: Bilgilendirici bir literatür taraması. Uluslararası Eğitim Bilimleri Dergisi, 9(32), 267-295.
  • Alsharif, A. M. (2022). Effect of using virtual lab simulations on student’s learning in online general physics courses. International Journal of Education (IJE), 14(3), 89-99. https://doi.org/10.5296/ije.v14i3.19931
  • Andembubtob, D. R., Keikhosrokiani, P., & Abdullah, N. L. (2023). A review on virtual reality and eduverse: History and technical perspectives. In P. Keikhosrokiani (Ed.), Handbook of research on consumer behavioral analytics in metaverse and the adoption of a virtual world (pp. 89-111). IGI Global Publishing.
  • Badilla-Quintana, M. G., Sepulveda-Valenzuela, E., & Salazar-Arias, M. (2020). Augmented reality as a sustainable technology to improve academic achievement in students with and without special educational needs. Sustainability, 12(19), 8116. https://doi.org/10.3390/su12198116
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  • Çepni, S. (2009). Araştırma ve projeye giriş (genişletilmiş 4. Baskı). Celepler Matbaacılık.
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  • Durak, G., & Çankaya, S. (2023). Metaverse technologies and applications in the future of online learning. In G. Durak & S. Cankaya (Eds.), Shaping the future of online learning: Education in the metaverse (pp. 1-16). IGI Global.
  • Fernandez de Canete J., & Martin-Aguilar J. (2020). Ship-course modeling and control using the SIMSCAPE physical modeling environment. SIMULATION, 97(4), 247-266. https://doi.org/10.1177/0037549720974751
  • Fuchsova, M., & Lilla, K. (2019). Visualisation in basic science and engineering education of future primary school teachers in human biology education using augmented reality. European Journal of Contemporary Education, 8(1). https://doi.org/10.13187/ejced.2019.1.92
  • Garcia‐Bonete, M. J., Jensen, M., & Katona, G. (2018). A practical guide to developing virtual and augmented reality exercises for teaching structural biology. Biochem Molecular Bio Educ, 47(1), 16-24. https://doi.org/10.1002/bmb.21188
  • Guo, H., & Gao, W. (2022). Metaverse-powered experiential situational english-teaching design: an emotion-based analysis method. Frontiers in Psychology, 13, 1-9. https://doi.org/10.3389/fpsyg.2022.859159
  • Gupta, P. (2023). Understanding consumer behavior in virtual ecosystems: adoption of ımmersive technologies in metaverse among consumers. In P. Keikhosrokiani (Ed.), Handbook of Research on Consumer Behavioral Analytics in Metaverse and the Adoption of a Virtual World (pp. 130-152). IGI Global Publishing.
  • Grieco, P. (2022). Virtual and augmented reality applications in medicinal chemistry. Future Medicinal Chemistry, 14(20), 1417-1419. https://doi.org/10.4155/fmc-2022-0213
  • Hatzilygeroudis, I. (2022). Metaverse. Encyclopedia, 2(1), 486-497. https://doi.org/10.3390/encyclopedia2010031
  • He, X. (2022). The innovative development of chinese vocational education from the perspective of the metaverse. Journal of Education and Educational Research, 2(1), 8-12. https://doi.org/10.54097/jeer.v1i2.3046
  • Herdman, E. A. (2006). Derleme makale yazımında, konferans ve bildiri sunumu hazırlamada pratik bilgiler (Çev., Z. Dörtbudak). Hemşirelikte Eğitim ve Araştırma Dergisi, 3(1), 2-4.
  • Hwang, G-J., & Chien, S-Y. (2022). Definition, roles, and potential research issues of the metaverse in education: An artificial intelligence perspective. Computers and Education: Artificial Intelligence, 3(2022), 100082. https://doi.org/10.1016/j.caeai.2022.100082
  • Ji, M., Xi, X., Kim, H., Zhou, Y., Kim, S., & Park, C. (2022). A comparative analysis of English language learning trends in Korea and China using the metaverse. Asia-pacific Journal of Convergent Research Interchange (APJCRI), 8(7), 127-136. https://doi.org/10.47116/apjcri.2022.07.12
  • Jones, E. V., Shepler, C.G., & Evans, M. J. (2021). Synchronous online-delivery: A novel approach to online lab ınstruction. Journal of Chemical Education, 98(3), 850-857. https://doi.org/10.1021/acs.jchemed.0c01365
  • Kaddoura, S., & Al Husseiny, F. (2023). The rising trend of Metaverse in education: challenges, opportunities, and ethical considerations. Peerj Computer Science, 9, e1252. https://doi.org/10.7717/peerj-cs.1252
  • Kanematsu, H., Kobayashi, T., Barry, D. M., Fukumura, Y., Dharmawansa, A., & Ogawa, N. (2014). Virtual STEM class for nuclear safety education in metaverse. Procedia Computer Science, 35, 1255-1261. https://doi.org/10.1016/j.procs.2014.08.224
  • Koçak, Ö., Yılmaz, T. K., & Göktaş, Y. (2018). Bir öğrenme ortamı olarak sanal dünyaların tasarımında karşılaşılan pedagojik zorluklar. Eğitim Teknolojisi Kuram ve Uygulama, 8(2), 157-170.
  • 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(32), 1-13. https://doi.org/10.3352/jeehp.2021.18.32
  • Lee, J. A. (2021). Study on metaverse hype for sustainable growth. International Journal of Advanced Smart Convergence, 10(3), 72–80. https://doi.org/10.7236/IJASC.2021.10.3.72
  • Liu, W., & Liang, R. (2020). The application of virtual simulation software in university physics teaching. Proceedings of the 3rd International Conference on Advances in Management Science and Engineering (IC-AMSE 2020). https://doi.org/10.2991/aebmr.k.200402.020
  • Lu, Y., Xu, Y., & Zhu, X. (2021). Designing and implementing VR2E2C, a virtual reality remote education for experimental chemistry system. Journal of Chemical Education, 8(98), 2720-2725. https://doi.org/10.1021/acs.jchemed.1c00439
  • Madec, M., Lallement, C., & Haiech, J. (2017). Modeling and simulation of biological systems using SPICE language. PLoS ONE 12(8), e0182385. https://doi.org/10.1371/journal.pone.0182385
  • Mitra, S. (2023). Metaverse: A potential virtual-physical ecosystem for ınnovative blended education and training. Journal of Metaverse, 3(1), 66-72. https://doi.org/10.57019/jmv.1168056
  • Mo, J., & Mo, F. (2023). A Study of online learning context optimization strategies under the metaverse perspective. Journal of Education, Society and Behavioural Science, 36(1), 30-42. https://doi.org/10.9734/jesbs/2023/v36i11201
  • Mustafa, A., & Kahan, S. (2022). Evaluating the potential of metaverse and its impact on primary and secondary school education in Jammu & Kashmir. Gap Bodhi Taru A Global Journal Of Humanities. V(IV) 145-155. https://doi.org/10.47968/gapbodhi.540032
  • Mustafa, B. (2022). Analyzing education based on metaverse technology. Technium Social Sciences Journal (TSSJ), 32, 278-295. https://doi.org/10.47577/tssj.v32i1.6742
  • Narin, N. G. (2021). A content analysis of the metaverse articles. Journal of Metaverse, 1(1), 17-24.
  • Nechypurenko, P., Stoliarenko, V., Starova, T., Selivanova, T., Markova, O., Modlo, Y., & Shmeltser, E. (2020). Development and implementation of educational resources in chemistry with elements of augmented reality. CEUR Workshop Proceedings. 156-167.
  • O’Malley, P. J., Agger, J. R., & Anderson, M. W. (2015). Teaching acChemistry MOOC with a virtual laboratory: Lessons learned from an ıntroductory physical chemistry course. Journal of Chemical Education, 10(92), 1661-1666. https://doi.org/10.1021/acs.jchemed.5b00118
  • Panis, I. C., & Ki’i, O.A. (2017). The utilizing of phet simulation as a computer-based learning media to ımprove the understanding of college student’s physics concepts. Proceedings of the 1st Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2017). https://doi.org/10.2991/yicemap-17.2017.10
  • Park, J. Y., & Kim S. Y. (2022). An inquiry about how to practice convergent physical education class based on capabilities for introducing the 2022 revised physical education curriculum: Focusing on the utilization of educational space in the metaverse. Korean Assoc Learner-Centered Curric Instr, 20(22), 593-610. https://doi.org/10.22251/jlcci.2022.22.20.593
  • Park, S., & Kim, S. (2022). Identifying world types to deliver gaming experiences for sustainability learning in the metaverse. Sustainability, 14(3), 1361. https://doi.org/10.3390/su14031361
  • Peffer, M.E, Beckler, M.L, Schunn, C., Renken, M., & Revak, A. (2015). Science classroom inquiry (sci) simulations: A novel method to scaffold science learning. PLoS ONE 10(3), e0120638. https://doi.org/10.1371/journal.pone.0120638
  • Pooyandeh, M., Han, K. J., & Sohn, I. (2022). Cybersecurity in the AI-Based Metaverse: A Survey. Applied Sciences, 12(24), 12993. https://doi.org/10.3390/app122412993
  • Prakash, A., Haque, A., Islam, F., & Sonal, D. (2023). Exploring the potential of metaverse for higher education: Opportunities, challenges, and ımplications. Metaverse Basic and Applied Research, 2, 40. https://doi.org/10.56294/mr202340
  • Rahman, K. R., Shitol, S. K., Islam, M. S., Iftekhar, K. T., & Saha, P. (2023). Use of metaverse technology in education domain. Journal of Metaverse, 3(1), 79-86. https://doi.org/10.57019/jmv.1223704
  • Rai, B., Tan, H. S., & Leo, C. H. (2019). Bringing play back into the biology classroom with the use of gamified virtual lab simulations. Journal of Applied Learning & Teaching (JALT), 2(2). https://doi.org/10.37074/jalt.2019.2.2.7
  • Rojas Concepción, A. A., & Guerra Chagime, R. (2022). World Metaverse Index (WMI): a necessary tool for assessing metaverse implementation and its impact globally. Metaverse Basic and Applied Research, 1, 5. https://doi.org/10.56294/mr
  • Sankofa, N. (2022). Critical method of document analysis. International Journal of Social Research Methodology, (online first), https://doi.org/10.1080/13645579.2022.2113664
  • Scalise, K., Timms, M., Moorjani, A. Clark, L. K., Holtermann, K., & Irvin, S. (2011). Student learning in science simulations: Design features that promote learning gains. Journal of Research in Science Teaching, 9(48), 1050-1078. https://doi.org/10.1002/tea.20437
  • Shim, K. C., Park, J. S, Kim, H. S., Kim, J. H., Park, Y. C., & Ryu, H. I. (2003). Application of virtual reality technology in biology education. Journal of Biological Education, 2(37), 71-74. https://doi.org/10.1080/00219266.2003.9655854
  • Sivaraman, V., & Baker, E. J. (2018). Evaluation of students scientific and medical literacy after performing laboratory exercises in a microbiology laboratory for non-majors. International Journal for Innovation Education and Research, 6(2), 124-143. https://doi.org/10.31686/ijier.vol6.iss2.956
  • Šlekienė, V., & Ragulienė, L. (2011). The creation of information website “fullerenes” as an educational tool. Problems of Education in the 21st Century (PEC), 1(37), 109-118. https://doi.org/10.33225/pec/11.37.109
  • Smart, E. J., Cascio, J., & Paffendorf, J. (2007). Metaverse Roadmap Overview, Acceleration Studies Foundation.
  • Stojšić, I., & Ostojić, N. (2022). Students’ acceptance of mobile augmented reality applications in primary and secondary biology education. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 3(10), 129-138. https://doi.org/10.23947/2334-8496-2022-10-3-129-138
  • Stokes, L. C., & Selin, N. E. (2014). The mercury game: evaluating a negotiation simulation that teaches students about science-policy interactions. Journal of Environmental Studies and Sciences, 3(6), 597-605. https://doi.org/10.1007/s13412-014-0183-y
  • Swart, A. (2015). Student usage of a learning management system at an open distance learning institute: A case study in electrical engineering. International Journal of Electrical Engineering Education, 52(2), 142–154. https://doi.org/10.1177/0020720915575925
  • Talan, T. (2021). Augmented reality in STEM education: Bibliometric analysis. International Journal of Technology in Education (IJTE), 4(4), 605-623. https://doi.org/10.46328/ijte.136
  • Taş, N., & Bolat, Y. I. (2022). Bibliometric mapping of metaverse in education. International Journal of Technology in Education (IJTE), 5(3), 440-458. https://doi.org/10.46328/ijte.323
  • Taub, R., Armoni, M., & Ben-Ari, M. (2018). Physics conceptual understanding in a computational science course. The Journal of Computational Science Education (JOCSE), 2(9), 2-13. https://doi.org/10.22369/issn.2153-4136/9/2/1
  • Udin, W. N., & Ramli, M. (2020, April). Virtual laboratory for enhancing students’ understanding on abstract biology concepts and laboratory skills: a systematic review. In Journal of Physics: Conference Series, 1521(4), 042025. https://doi.org/10.1088/1742-6596/1521/4/042025
  • van Dinther, R., de Putter, L., & Pepin, B. (2023). Features of immersive virtual reality to support meaningful chemistry education. Journal of Chemical Education. 100 (4), 1537-1546. https://doi.org/10.1021/acs.jchemed.2c01069
  • Venkatesan, M., Mohan, H., Ryan, J. R., Schürch, C. M., Nolan, G. P., Frakes, D. H., & Coşkun, A. F. (2021). Virtual and augmented reality for biomedical applications. Cell Reports Medicine, 7(2), 100348.1-13. https://doi.org/10.1016/j.xcrm.2021.100348
  • Vladimirov, I., Nenova, M., Nikolova, D., & Terneva, Z. (2022). Security and Privacy Protection Obstacles with 3D Reconstructed Models of People in Applications and the Metaverse: A Survey. 2022 57th International Scientific Conference on Information, Communication and Energy Systems and Technologies (ICEST), 1-4. https://doi.org/10.1109/ICEST55168.2022.9828791
  • Wang, Y., Su, Z., Zhang, N., Liu, D., Xing, R., Luan, T. H., & Shen, X. (2022) A survey on metaverse: Fundamentals, security, and privacy. IEEE Communications Surveys & Tutorials, 1(25), 319-352. https://doi.org/10.1109/comst.2022.3202047
  • White, B., & Bolker, E.D. (2008). Interactive computer simulations of genetics, biochemistry, and molecular biology. Biochem. Biochemistry and Molecular Biology Education, 1(36), 77-84. https://doi.org/10.1002/bmb.20152
  • Yang, S., Mei, B., & Yue, X. (2018). Mobile augmented reality assisted chemical education: Insights from Elements 4D. Journal of Chemical Education, 6(95), 1060-1062. https://doi.org/10.1021/acs.jchemed.8b00017
  • Yenipınar, U., & Kardaş, K. (2019). Turizm Rehberliği bölümleri müfredat geliştirme önerisi. Journal of Travel and Tourism Research, 14, 1-26.
  • Yıldırım, A., & Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
  • Young, V. Y. (2011). Using Texas Instruments emulators as teaching tools in quantitative chemical analysis. Journal of Chemical Education, 10(88), 1442-1443. https://doi.org/10.1021/ed100706h
  • Yu, J. E. (2022). Exploration of educational possibilities by four metaverse types in physical education. Technologies, 5(10), 104. https://doi.org/10.3390/technologies10050104
  • Zhao, R., Chu, Q., & Chen, D. (2022). Exploring chemical reactions in virtual reality. Journal of Chemical Education, 4(99), 1635-1641. https://doi.org/10.1021/acs.jchemed.1c01040
  • Zhou, B. (2022). Building a smart education ecosystem from a metaverse perspective. Mobile Information Systems, 1938329, 1-10. https://doi.org/10.1155/2022/1938329
Toplam 84 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Alan Eğitimleri
Bölüm Araştırma Makaleleri
Yazarlar

Ali Yağcı 0000-0003-0359-4927

Cihad Şentürk 0000-0002-1276-8653

Erken Görünüm Tarihi 26 Eylül 2023
Yayımlanma Tarihi 29 Aralık 2023
Gönderilme Tarihi 19 Mayıs 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 2 Sayı: 2

Kaynak Göster

APA Yağcı, A., & Şentürk, C. (2023). Fen Bilimleri (Fizik-Kimya-Biyoloji) Eğitiminde Metaverse. EDUCATIONE, 2(2), 262-288. https://doi.org/10.58650/educatione.1299434