Araştırma Makalesi
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Metaverse Knowledge Level: An Investigation on Physical Education and Sport Teacher Candidates

Yıl 2022, Cilt: 4 Sayı: 1, 18 - 29, 30.06.2022
https://doi.org/10.51538/intjourexerpsyc.1140511

Öz

The study examines the metaverse knowledge strings of physical education and sports teacher candidates according to various variables. A total of 140 students, 51 female, and 89 males, participated in the study, in which the quantitative research model was used. The data collection tools used in the research consist of two parts. In the first part, the "Personal Information Form" was used to determine the demographic characteristics of the participants. The "Metaverse Knowledge Level Scale" was used in the second part. Frequency analysis, kurtosis, skewness test, One-Way Anova analysis, t-test, and correlation analysis were used in the research. The research found a highly significant positive correlation between the dimensions of Technology and Digitalization. According to gender, the metaverse knowledge level of male teacher candidates was significantly higher than that of females. According to the variable of hearing the term metaverse, it was determined that the metaverse knowledge levels of the teacher candidates who said yes were significantly higher than those of the teacher candidates who said no. In addition, in terms of a class variable, no significant relationship was found regarding pre-service teachers' metaverse knowledge levels. As a result, it can be said that male teacher candidates' metaverse knowledge levels are higher than female teacher candidates, and accordingly, they feel more competent about metaverse. It has been determined that the metaverse knowledge levels of the pre-service teachers with high internet usage skills are also high.

Kaynakça

  • Aburbeian, A.M., Owda, A.Y. & Owda, M. (2022). A technology acceptance model survey of the metaverse prospects. AI, 3(2), 285–302. https://doi.org/10.3390/ai3020018
  • Altınışık, Ü., İlhan, E. L., & Kurtipek, S. (2021). Zihinsel engelli bireylerde sporun etkilerine yönelik farkındalık spor yöneticisi adayları üzerine bir araştırma. CBÜ Beden Eğitimi ve Spor Bilimleri Dergisi, 16(2), 79–90. https://doi.org/10.33459/cbubesbd.973598
  • Ayiter, E. (2012). Further dimensions: Text, typography and play in the Metaverse. 2012 International Conference on Cyberworlds (pp. 296-303). IEEE. https://doi.org/10.1109/CW.2012.50.
  • Baltaş A. (2022). Metaverse’ün hayatımıza getirecekleri- IV. https://kaynakbaltas.com/genel/metaverseun-hayatimiza-getirecekleri-iv
  • Boz, M.S. (2019). Eğitimde artırılmış gerçeklik uygulamalarının değerlendirilmesi. Millî Eğitim Bakanlığı Yenilik ve Eğitim Teknolojileri Genel Müdürlüğü Yayını, 1-46. https://yegitek.meb.gov.tr/meb_iys_dosyalar/2020_03/26132150_egitimdeartirilmisgerceklikuygulamalarinindegerlendirilmesi.pdf
  • Bruun, A., & Stentoft, M. L. (2019). Lifelogging in the wild: Participant experiences of using lifelogging as a research tool. IFIP Conference on Human-Computer Interaction (pp. 431-451). Springer, Cham. https://doi.org/10.1007/978-3-030-29387-1_24
  • Çingöz, Y. E., & Mavibaş, M. (2022). Üniversite öğrencilerinin egzersiz bağımlılık düzeylerinin incelenmesi. The Online Journal of Recreation and Sports, 11(2), 19-28. https://dergipark.org.tr/en/pub/tojras/issue/70029/1092871
  • Hall, S. & Li, C. (2021). The technologies that could make up the metaverse. https://www.brinknews.com/what-is-the-metaverse
  • Havas, D. (2022). Metaverse: The age of experience. https://dare.havas.com/insights-trends/metaverse-the-age-of-experience
  • Ipsos, (2022). How the world sees the metaverse and extended reality, A 29-country Global Advisor survey. Global Version, Public, 1-12.
  • Kyle C. (2021). Facebook wants us to live in the metaverse.
  • Lee, H. & Hwang, Y. (2022). Technology-enhanced educationthrough VR-making and metaverse-linking to foster teacher readiness and sustainable learning. Sustainability, 14, 4786. https://doi.org/10.3390/su14084786
  • Lim, W. Y. B., Xiong, Z., Niyato, D., Cao, X., Miao, C., Sun, S., & Yang, Q. (2022). Realizing the metaverse with edge ıntelligence: A Match Made in Heaven. arXiv preprint arXiv:2201.01634. https://doi.org/10.48550/arXiv.2201.01634
  • Luke, J. Y. & Evelina, L. W. (2017). Exploring indonesian young females online social networks (osns) addictions: A case study of mass communication female undergraduate students. Proceedings of the 3rd International Conference on Communication and Information Processing, ICCIP ’17, 400–404, New York, NY, USA.
  • Mundy, M. A., Hernandez, J. & Green, M. (2019). Perceptions of the effects of augmented reality in the classroom. Journal of Instructional Pedagogies, 22, 1-15. https://eric.ed.gov/?id=EJ1216828
  • Muninder (2022). Metaverse demographics and usage statistics 2022. https://dailyblogging.org/technology/metaverse-demographics-and-usage-statistics
  • Mystakidis, S. (2022). Metaverse. Encyclopedia, 2(1), 486-497. https://doi.org/10.3390/encyclopedia2010031
  • Newzoo (2022). Deep dive: Early metaverse players-data on demographics, socializing, playing, & spending, https://newzoo.com/insights/articles/deep-dive-metaverse-gamers-data-on-metaverse-demographics-socializing-playing-spending-2
  • Newzoo (2021). Newzoo’s generations report: How different generations engage with games. https://newzoo.com/insights/trend-reports/newzoos-generations-report-how-different-generations-engage-with-games
  • Park, S. M., & Kim, Y. G. (2022). A Metaverse: Taxonomy, components, applications, and open challenges. Ieee Access, 10, 4209-4251. https://doi.org/10.1109/ACCESS.2021.3140175
  • Park, S., & Kim, S. (2022). Identifying world types to deliver gameful experiences for sustainable learning in the metaverse. Sustainability, 14(3), 1361. https://doi.org/10.3390/su14031361
  • PSU. (2018). World Campus researches effectiveness of VR headsets and video in online classes. https://www.psu.edu/news/research/story/world-campus-researches-effectiveness-vr-headsets-and-video-online-classes
  • Sayımer, I. & Kücüksaraç, B. (2015). Yeni teknolojilerin üniversite eğitimine katkısı: İletişim fakültesi öğrencilerinin artırılmış gerçeklik uygulamalarına ilişkin görüşleri. International Journal of Human Sciences, 12(2), 1536-1554. https://www.j-humansciences.com/ojs/index.php/IJHS/article/view/3488
  • Suh, W. & Seongjin, A. (2022). Utilizing the metaverse for learner-centered constructivist education in the post-pandemic era: An analysis of elementary school students. Journal of Intelligence, 10(17). https://doi.org/10.3390/jintelligence10010017
  • Süleymanoğulları, M., Özdemir, A., Bayraktar, G., & Vural, M. (2022). Metaverse ölçeği geliştirme çalışması/A Scale development study for metaverse. Anatolia Sport Research, 3(1), 47-58. https://anatoliasr.org/index.php/asr/article/view/45
  • STM ThinkTech (2022). Metaverse: fırsatlar ve tehditler. Trend Analizi, 1-24.
  • Statista (2022). Familiarity with the metaverse according to adults in the United States as of January 2022. https://www.statista.com/statistics/1290378/unites-states-adults-familiarity-with-the-metaverse.
  • Statista (2022). Interest in the metaverse in Singapore in 2022, by age group. https://www.statista.com/statistics/1300559/singapore-interest-in-metaverse-by-age-group
  • Talan, T., & Kalınkara, Y. (2022). Students' opinions about the educational use of the metaverse. International Journal of Technology in Education and Science (IJTES), 6(2), 333-346. https://doi.org/10.46328/ijtes.385
  • Uygur, M., Yelken, T. Y., & Akay, C. (2018). Analyzing the views of pre-service teachers on the use of augmented reality applications in education. European Journal of Educational Research, 7(4), 849-860. https://doi.org/10.12973/eu-jer.7.4.849
  • Wiederhold, B. K. (2022). Ready (or Not) player one: Initial musings on the metaverse. Cyberpsychology, Behavior, and Social Networking, 25(1), 1-2. https://doi.org/10.1089/cyber.2021.29234.editorial
  • William, B. (2018). III. Everything you know about the metaverse is wrong?

METAVERSE BİLGİ DÜZEYİ: BEDEN EĞİTİMİ VE SPOR ÖĞRETMENİ ADAYLARI ÜZERİNE BİR İNCELENME

Yıl 2022, Cilt: 4 Sayı: 1, 18 - 29, 30.06.2022
https://doi.org/10.51538/intjourexerpsyc.1140511

Öz

Çalışmanın amacı beden eğitimi ve spor öğretmeni adaylarının metaverse bilgi dizeylerinin çeşitli değişkenlere göre incelenmesidir. Nicel araştırma modelinin kullanıldığı çalışmaya, 51 kadın, 89 erkek olmak üzere toplam 140 öğrenci katılmıştır. Araştırmada kullanılan veri toplama araçları iki bölümden oluşmaktadır. Birinci bölümde katılımcıların demografik özellikleri belirlemek için “Kişisel Bilgi Formu” kullanılmıştır. İkinci bölümde ise “Metaverse Bilgi Düzeyi Ölçeği” kullanılmıştır. Araştırmada, frekans analizi, basıklık ve çarpıklık testi, One- Way Anova analizi, t-testi ve korelasyon analizinden yararlanılmıştır. Araştırmada Teknoloji ve Dijitalleşme boyutları arasında pozitif yönde yüksek düzeyde anlamlı ilişki tespit edilmiştir. Cinsiyete göre, erkek öğretmen adaylarının metaverse bilgi düzeylerinin kadınlara göre anlamlı düzeyde yüksek olduğu saptanmıştır. Metaverse terimini duyma değişkenine göre, evet diyen öğretmen adaylarının metaverse bilgi düzeylerinin hayır diyen öğretmen adaylarının metaverse bilgi düzeylerinden anlamlı düzeyde yüksek olduğu saptanmıştır. Ayrıca sınıf değişkeni açısından, öğretmen adaylarının metaverse bilgi düzeyleri açısından anlamlı bir ilişki bulunamamıştır. Sonuç olarak, erkek öğretmen adaylarının metaverse bilgi düzeylerinin kadın öğretmen adaylarında daha yüksek olduğu ve bu doğrultuda kendilerini metaverse konusunda daha yetkin hissettikleri söylenebilir. İnternet kullanabilme becerisi yüksek olan öğretmen adaylarının metaverse bilgi düzeylerinin de yüksek olduğu tespit edilmiştir.

Kaynakça

  • Aburbeian, A.M., Owda, A.Y. & Owda, M. (2022). A technology acceptance model survey of the metaverse prospects. AI, 3(2), 285–302. https://doi.org/10.3390/ai3020018
  • Altınışık, Ü., İlhan, E. L., & Kurtipek, S. (2021). Zihinsel engelli bireylerde sporun etkilerine yönelik farkındalık spor yöneticisi adayları üzerine bir araştırma. CBÜ Beden Eğitimi ve Spor Bilimleri Dergisi, 16(2), 79–90. https://doi.org/10.33459/cbubesbd.973598
  • Ayiter, E. (2012). Further dimensions: Text, typography and play in the Metaverse. 2012 International Conference on Cyberworlds (pp. 296-303). IEEE. https://doi.org/10.1109/CW.2012.50.
  • Baltaş A. (2022). Metaverse’ün hayatımıza getirecekleri- IV. https://kaynakbaltas.com/genel/metaverseun-hayatimiza-getirecekleri-iv
  • Boz, M.S. (2019). Eğitimde artırılmış gerçeklik uygulamalarının değerlendirilmesi. Millî Eğitim Bakanlığı Yenilik ve Eğitim Teknolojileri Genel Müdürlüğü Yayını, 1-46. https://yegitek.meb.gov.tr/meb_iys_dosyalar/2020_03/26132150_egitimdeartirilmisgerceklikuygulamalarinindegerlendirilmesi.pdf
  • Bruun, A., & Stentoft, M. L. (2019). Lifelogging in the wild: Participant experiences of using lifelogging as a research tool. IFIP Conference on Human-Computer Interaction (pp. 431-451). Springer, Cham. https://doi.org/10.1007/978-3-030-29387-1_24
  • Çingöz, Y. E., & Mavibaş, M. (2022). Üniversite öğrencilerinin egzersiz bağımlılık düzeylerinin incelenmesi. The Online Journal of Recreation and Sports, 11(2), 19-28. https://dergipark.org.tr/en/pub/tojras/issue/70029/1092871
  • Hall, S. & Li, C. (2021). The technologies that could make up the metaverse. https://www.brinknews.com/what-is-the-metaverse
  • Havas, D. (2022). Metaverse: The age of experience. https://dare.havas.com/insights-trends/metaverse-the-age-of-experience
  • Ipsos, (2022). How the world sees the metaverse and extended reality, A 29-country Global Advisor survey. Global Version, Public, 1-12.
  • Kyle C. (2021). Facebook wants us to live in the metaverse.
  • Lee, H. & Hwang, Y. (2022). Technology-enhanced educationthrough VR-making and metaverse-linking to foster teacher readiness and sustainable learning. Sustainability, 14, 4786. https://doi.org/10.3390/su14084786
  • Lim, W. Y. B., Xiong, Z., Niyato, D., Cao, X., Miao, C., Sun, S., & Yang, Q. (2022). Realizing the metaverse with edge ıntelligence: A Match Made in Heaven. arXiv preprint arXiv:2201.01634. https://doi.org/10.48550/arXiv.2201.01634
  • Luke, J. Y. & Evelina, L. W. (2017). Exploring indonesian young females online social networks (osns) addictions: A case study of mass communication female undergraduate students. Proceedings of the 3rd International Conference on Communication and Information Processing, ICCIP ’17, 400–404, New York, NY, USA.
  • Mundy, M. A., Hernandez, J. & Green, M. (2019). Perceptions of the effects of augmented reality in the classroom. Journal of Instructional Pedagogies, 22, 1-15. https://eric.ed.gov/?id=EJ1216828
  • Muninder (2022). Metaverse demographics and usage statistics 2022. https://dailyblogging.org/technology/metaverse-demographics-and-usage-statistics
  • Mystakidis, S. (2022). Metaverse. Encyclopedia, 2(1), 486-497. https://doi.org/10.3390/encyclopedia2010031
  • Newzoo (2022). Deep dive: Early metaverse players-data on demographics, socializing, playing, & spending, https://newzoo.com/insights/articles/deep-dive-metaverse-gamers-data-on-metaverse-demographics-socializing-playing-spending-2
  • Newzoo (2021). Newzoo’s generations report: How different generations engage with games. https://newzoo.com/insights/trend-reports/newzoos-generations-report-how-different-generations-engage-with-games
  • Park, S. M., & Kim, Y. G. (2022). A Metaverse: Taxonomy, components, applications, and open challenges. Ieee Access, 10, 4209-4251. https://doi.org/10.1109/ACCESS.2021.3140175
  • Park, S., & Kim, S. (2022). Identifying world types to deliver gameful experiences for sustainable learning in the metaverse. Sustainability, 14(3), 1361. https://doi.org/10.3390/su14031361
  • PSU. (2018). World Campus researches effectiveness of VR headsets and video in online classes. https://www.psu.edu/news/research/story/world-campus-researches-effectiveness-vr-headsets-and-video-online-classes
  • Sayımer, I. & Kücüksaraç, B. (2015). Yeni teknolojilerin üniversite eğitimine katkısı: İletişim fakültesi öğrencilerinin artırılmış gerçeklik uygulamalarına ilişkin görüşleri. International Journal of Human Sciences, 12(2), 1536-1554. https://www.j-humansciences.com/ojs/index.php/IJHS/article/view/3488
  • Suh, W. & Seongjin, A. (2022). Utilizing the metaverse for learner-centered constructivist education in the post-pandemic era: An analysis of elementary school students. Journal of Intelligence, 10(17). https://doi.org/10.3390/jintelligence10010017
  • Süleymanoğulları, M., Özdemir, A., Bayraktar, G., & Vural, M. (2022). Metaverse ölçeği geliştirme çalışması/A Scale development study for metaverse. Anatolia Sport Research, 3(1), 47-58. https://anatoliasr.org/index.php/asr/article/view/45
  • STM ThinkTech (2022). Metaverse: fırsatlar ve tehditler. Trend Analizi, 1-24.
  • Statista (2022). Familiarity with the metaverse according to adults in the United States as of January 2022. https://www.statista.com/statistics/1290378/unites-states-adults-familiarity-with-the-metaverse.
  • Statista (2022). Interest in the metaverse in Singapore in 2022, by age group. https://www.statista.com/statistics/1300559/singapore-interest-in-metaverse-by-age-group
  • Talan, T., & Kalınkara, Y. (2022). Students' opinions about the educational use of the metaverse. International Journal of Technology in Education and Science (IJTES), 6(2), 333-346. https://doi.org/10.46328/ijtes.385
  • Uygur, M., Yelken, T. Y., & Akay, C. (2018). Analyzing the views of pre-service teachers on the use of augmented reality applications in education. European Journal of Educational Research, 7(4), 849-860. https://doi.org/10.12973/eu-jer.7.4.849
  • Wiederhold, B. K. (2022). Ready (or Not) player one: Initial musings on the metaverse. Cyberpsychology, Behavior, and Social Networking, 25(1), 1-2. https://doi.org/10.1089/cyber.2021.29234.editorial
  • William, B. (2018). III. Everything you know about the metaverse is wrong?
Toplam 32 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Psikoloji
Bölüm Araştırma Makaleleri
Yazarlar

Buğra Çağatay Savaş 0000-0002-8698-6311

Burak Karababa 0000-0001-5873-5796

Murat Turan 0000-0002-3865-7134

Yayımlanma Tarihi 30 Haziran 2022
Gönderilme Tarihi 23 Mayıs 2022
Kabul Tarihi 30 Mayıs 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 4 Sayı: 1

Kaynak Göster

APA Savaş, B. Ç., Karababa, B., & Turan, M. (2022). METAVERSE BİLGİ DÜZEYİ: BEDEN EĞİTİMİ VE SPOR ÖĞRETMENİ ADAYLARI ÜZERİNE BİR İNCELENME. Uluslararası Egzersiz Psikolojisi Dergisi, 4(1), 18-29. https://doi.org/10.51538/intjourexerpsyc.1140511

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