Opinions and expectations of instructors on metaverse applications in higher education

Year 2024, Volume: 7 Issue: 2, 273 - 285, 31.05.2024

Gökhan Çalışkan , İlknur Maya

https://doi.org/10.31681/jetol.1439812

Abstract

Nowadays, technology is constantly evolving. The use of developing technologies in daily life brings transformation. One of the areas where transformation is inevitable is education. Developing technologies cause the emergence of new applications and paradigms in education. One of these applications is Metaverse, which have increased in popularity in recently. Interest in Metaverse is increasing day by day at higher education. In addition to the benefits that Metaverse provide to the education, it also has some negative effects. In order to benefit from the benefits provided by metaverse at the highest and to minimise the negativities that will arise with the application, multifaceted studies on metaverse should be carried out. In this study, it is aimed to determine the opinions and expectations of the instructors about metaverse in higher education. The research was designed with phenomenology. In this study, a semi-structured interview form was used to determine the opinions of instructors. 23 instructors who work at Canakkale Onsekiz Mart University participated in the study. As a result of the study, it was concluded that the instructors think that education and management processes in higher education will change with metaverse. The studies can be conducted to determine students' opinion on metaverse.

Keywords

Metaverse, higher education, instructor

References

• Alkan, S., & Bolat, Y. (2022). Eğitimde metaverse: Bilgilendirici bir literatür taraması. Uluslararası Eğitim Bilimleri Dergisi, 9(32), 267-295.
• Baltacı, A. (2019). Nitel araştırma süreci: Nitel bir araştırma nasıl yapılır. Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 5(2), 368-388.
• Çiğdem, S. (2022). Dijital dönüşüm sürecinde metaverse olgusunu Jean Baudrillard’ın simülasyon kuramı çerçevesinde değerlendirmek. Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi, 24(3), 1156-1175.
• Duan, H., Li, J., Fan, S., Lin, Z., Wu, X., & Cai, W. (2021). Metaverse for social good: A university campus prototype. 29th ACM International Conference on Multimedia, 153-161.
• Göçen, A. (2022). Eğitim bağlamında metaverse. Uluslararası Batı Karadeniz Sosyal ve Beşeri Bilimler Dergisi, 6(1), 98-122.
• Hwang, G. J., Tu, Y. F., & Chu, H. C. (2023). Conceptions of the metaverse in higher education: A draw-a-picture analysis and surveys to investigate the perceptions of students with different motivation levels. Computers & Education, 203, 104868.
• Jeon, J., & Jung, S. K. (2021). Exploring the educational applicability of metaverse-based platforms. Journal of Information Education Society, 12(2), 361-368.
• Kalınkara, Y., & Özdemir, O. (2022). Metaverse teknolojileri ve eğitimde kullanımı. In Y. Doğan & N. Şen Ersoy (Ed.), Eğitimde Metaverse: Kuram ve Uygulamalar (pp. 51-70). Efeakademi Yayınları.
• Kefalis, C., & Drigas, A. (2019). Web based and online applications in STEM education. International Journal of Engineering Pedagogy, 9(4), 76–85.
• Khalil, A., Saher, U., & Haqdad, A. (2023). Prospects and challenges of educational metaverse in higher education. Journal of Positive School Psychology, 1648-1663.
• Kshetri, N., Rojas-Torres, D., & Grambo, M. (2022). The Metaverse and higher education institutions. IT Professional, 24(6), 69-73.
• 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.
• Miles, M. B. & Huberman, M. A. (1994). An Expanded Sourcebook Qualitative Data Analysis. London: Sage Pub.
• Mystakidis, S. (2022). Metaverse. Encyclopedia, 2(1), 486-497.
• Narin, N. G. (2021). A content analysis of the metaverse articles. Journal of Metaverse, 1(1), 17-24.
• Onecha, B., Cornadó, C., Morros, J., & Pons, O. (2023). New approach to design and assess metaverse environments for ımproving learning processes in higher education: The case of architectural construction and rehabilitation. Buildings, 13(5), 1340.
• Owens, D., Mitchell, A., Khazanchi, D. ve Zigurs, I. (2011). An empirical investigation of virtual world projects and Metaverse technology capabilities. Data base for advances in information systems, 42(1), 74–101.
• Prakash, A., Haque, A., Islam, F., & Sonal, D. (2023). Exploring the potential of metaverse for higher education: Opportunities, challenges, and implications. Metaverse Basic and Applied Research, 2, 40.
• Pregowska, A., Osial, M., & Gajda, A. (2024). What will the education of the future look like? How have metaverse and extended reality affected the higher education systems?. Metaverse Basic and Applied Research, 3, 57-57.
• Salloum, S., Al Marzouqi, A., Alderbashi, K. Y., Shwedeh, F., Aburayya, A., Al Saidat, M. R., & Al-Maroof, R. S. (2023). Sustainability model for the continuous intention to use metaverse technology in higher education: A case study from Oman. Sustainability, 15(6), 5257.
• Serpil, H. (2022). Yükseköğretim ve metaverse. In Y. Doğan & N. Şen Ersoy (Eds.), Eğitimde metaverse: Kuram ve uygulamalar (pp. 181-202). Efeakademi Yayınları.
• Sevgi, M., & Yılmaz, A. (2022). Yükseköğretimde dijital dönüşüm ve metaverse. In Y. Doğan & N. Şen Ersoy (Eds.), Eğitimde metaverse: Kuram ve uygulamalar (pp. 71-86). Efeakademi Yayınları.
• Shwedeh, F. (2024). Harnessing digital issue in adopting metaverse technology in higher education institutions: Evidence from the United Arab Emirates. International Journal of Data and Network Science, 8(1), 489-504.
• Şahin, B. (2014). Bilimsel Araştırma Yöntemleri. Ankara: Anı Yayıncılık.
• Yıldırım A., & Şimşek H. (2016). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayıncılık.