Rhetoric in the metaverse

Abstract

During the summer of 2021, the concept of the metaverse emerged as a macro goal for Big Tech and entertainment industry leaders. The concept is a familiar one: the creation of an embodied internet facilitated by wearable virtual reality technologies (e.g. smart glasses). References to the metaverse often identify Neal Stephenson’s 1992 novel, Snow Crash, as the place where the term was first coined, although the concept itself can be traced back to Stanley G. Weinbaum’s 1935 science fiction short story, ‘Pygmalion’s Glasses’. Other media critics, like Wired’s Kevin Kelly have also used the term mirrorworld to describe immersive virtual and mixed reality worlds in the same vein as the metaverse. The aim of this article is to offer a speculative and pragmatic reimagining of rhetorical pedagogy for the metaverse. For instance, in place of reading Plato, how might students come to understand Plato’s philosophy by walking and talking with the Socrates trope or engaging in a dialog with an AI Plato? How might students feel the affective significance and impact of Martin Luther King, Jr’s ‘I Have Dream’ speech by attending a virtual simulation of the event or sitting alongside MLK in a jail cell as the author pens ‘Letter from Birmingham Jail’? The metaverse holds potential for creating these sorts of embodied learning experiences to enhance traditional pedagogical and post-pedagogical methods, as well as to foster a new level of engagement with arts and humanities curricula at a time when administrative leadership and governing bodies in higher education are exploring new options for delivering high-quality, engaging learning experiences.

The Future Metaverse of Digital Journalism

“…The term metaverse was first coined by Neal Stephenson in his 1992 book "Snowfall" and is said to be used in the novel, but such a concept itself was written in Stanley J. Weinbaum's 1935 "Pygmalion's Glasses"; (Figueiredo, 2022) is based on a science fiction short story.…”

“…Just as the worldwide borderless, time-space-occupying internet network and the development of web technology based on it have created a new real world, this metaverse, which makes our fantasy-like abstractions and imaginations real, is proving to be the new future of journalism that strives to express reality. We cannot be surprised if, in the near future, people watch journalists' reports through VR headsets and experience everything as if they were there (Figueiredo, 2022). The media in technologically advanced countries have adopted this approach.…”

A Bibliometric Analysis: Metaverse in Education Concept

“…The virtual interaction experience is not sufficient alone without a physical component. Thanks in large part to wearable technology, which gives the impression that the experience is as real as a physical interaction, the metaverse has begun to be an intriguing aspect for many industries [13]. Watching movies, working, visiting various locations, or even trying on clothes are virtually all possible activities [14].…”

The Role of Immersive Virtual Realities: Enhancing Science Learning in Higher Education

“…Their systematic review showed how informatics and virtual platforms are revolutionizing medical education and training, thereby enhancing the delivery and accessibility of medical services and education within virtual settings. Lastly, Figueiredo [23] delved into the emerging concept of the metaverse and its potential implications for rhetorical pedagogy. Their speculative exploration envisions a future where immersive virtual environments, such as the metaverse, could significantly enhance the teaching and learning of the arts and humanities, offering novel, experiential ways to engage with literature and rhetoric.…”