Effects of Peer and Teacher Avatars on Learning Presence and Visual Attention in the Metaverse Learning Environment

Yang, Eunbyul; Ryu, Jeeheon

doi:10.15833/kafeiam.27.4.1629

Cited by 8 publications

(2 citation statements)

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“…Furthermore, interacting with other users via avatars is a way to meet the needs of the MZ generation, which is characterized by the ability to express many identities by dividing them into real and additional characters [50]. A recent study [51] established the infuence of an avatar on learning presence and visual attention in the metaverse learning environment. Te avatar decoration act, in which participants chose a fashion style, is an essential visual means of expressing themselves at the start of the experiment and establishes expectations that the class would be held in a metaverse.…”

Section: Methodsmentioning

confidence: 99%

Exploring the Impact of Avatar Customization in Metaverse: The Role of the Class Mode on Task Engagement and Expectancy-Value Beliefs for Fashion Education

Jang

Kim

2023

Mobile Information Systems

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This study aims to explore the impact of avatar customization in metaverse environments, especially for fashion education. Considering the unique nature of fashion as an educational field in which theories and practices are equally significant, the impact of class modes (theoretical versus practical) on expectancy and value toward the class in the metaverse environment is empirically investigated, with task engagements as mediators. Students’ creative self-efficacy, an individual characteristic, was considered as a moderator. A total of 38 female undergraduate students participated voluntarily. In the experimental session, the participants were randomly allocated to one of the two class mode conditions, theoretical or practical. They were then asked to customize their own avatars for use in the metaverse class and write a descriptive essay about the avatar they made. The results showed that the practical class mode evoked higher engagements (i.e., dedication and absorption), which demonstrates the participants’ positive expectancy (i.e., self-efficacy for learning and performance) and value (i.e., task value belief) toward learning in the metaverse class. Interestingly, participants’ creative self-efficacy played a moderating role in the impact of dedication on expectancy and value in different directions, while the impact of absorption was positive regardless of participants’ creative self-efficacy level. Additionally, we found that expectancy and value toward learning led to the participants’ positive class engagement intention.

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Section: Methodsmentioning

confidence: 99%

Exploring the Impact of Avatar Customization in Metaverse: The Role of the Class Mode on Task Engagement and Expectancy-Value Beliefs for Fashion Education

Jang

Kim

2023

Mobile Information Systems

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“…This is significant because the curriculum in this study involved teacher facilitation and collaboration with peers. Yang and Ryu (2021) examined the effects of teacher movement and the presence of peer avatars on visual attention and learning presence in a metaverse-based classroom. They found that the presence of peer avatars resulted in higher spatial perception and social presence, as well as higher average gaze fixation duration.…”

Section: Literature Review 1 Metaverse-based Educationmentioning

confidence: 99%

A Phenomenological Study of Teachers’ Roles and Learners’ Responses in Learner-Centered Classes Using Metaverse Technology

Lim

2023

J Eng Teach Movie Media

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This paper examines learner-centered media English learning using metaverse-based facilitation through a phenomenological method, which is a type of qualitative research. A private university in Chungcheongbuk-do gave a Liberal Arts English class in Gather.town, one of the Metaverse platforms, and designed a learner-centered course through appropriate facilitation by the professor. This study conducted an in-depth analysis on the experience of students in this new classroom environment, the roles of professors, and the internal and external changes of students by using a phenomenological research method from Mustakas (1994). The results were as follows: first, students enjoyed and felt interested in the new learning; second, the professor played the role of a facilitator who promoted student participation and cooperation; third, the course made students internally motivated to learn actively; and fourth, students externally experienced learner-centered learning through interaction among themselves. Lastly, this study discussed the need for proper facilitation by the instructor for a metaverse-based English class. In conclusion, it was found that English classes using metaverse-based facilitation were interesting, enhancing collaboration, and motivating their learning. Therefore, learner-centered learning based on the metaverse will play a role and function in attracting students’ spontaneous participation, cooperation, and learning motivation when appropriate facilitation is provided.

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The development and effects of metaverse-based core nursing skill contents of vital signs measurements and subcutaneous injections for nursing students

Ahn¹

2022

J Korean Acad Soc Nurs Educ

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Purpose: The purpose of this study was to evaluate the effects of Metaverse-based core nursing skill contents (CNSC) developed for undergraduate nursing students.Methods: A nonequivalent control group was sampled with a non-synchronized design. Seventy-two participants (experimental group 34, control group 38) were recruited from May to June 2022 in Gwangju metropolitan city. The CNSC consisted of scenarios of vital sign measurements, and subcutaneous injections (including blood sugar tests). The data were analyzed using SPSS version 25 for Windows.Results: At the completion of the CNSC, statistically differences were found between groups in knowledge of core nursing skills (t=6.20, p<.001), confidence in core nursing skills performance (t=5.71, p<.001), and clinical competency (t=3.32, p=.001).Conclusion: These results indicate that the CNSC developed for undergraduate nursing students is effective in improving knowledge of core nursing skills, confidence in core nursing skills performance, and clinical competency for nursing students.

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Effects of Peer and Teacher Avatars on Learning Presence and Visual Attention in the Metaverse Learning Environment

Cited by 8 publications

References 0 publications

Exploring the Impact of Avatar Customization in Metaverse: The Role of the Class Mode on Task Engagement and Expectancy-Value Beliefs for Fashion Education

Exploring the Impact of Avatar Customization in Metaverse: The Role of the Class Mode on Task Engagement and Expectancy-Value Beliefs for Fashion Education

A Phenomenological Study of Teachers’ Roles and Learners’ Responses in Learner-Centered Classes Using Metaverse Technology

The development and effects of metaverse-based core nursing skill contents of vital signs measurements and subcutaneous injections for nursing students

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