The Metaverse Design and Evaluation in Product Design and Development

Abstract

The COVID-19 pandemic prompted a shift to online learning like SUT-Elearning, Zoom, and Google Classroom. However, these platforms have limitations in replicating classroom dynamics and fostering interaction. Students have low motivation for studying and class participation. The concept of a metaverse classroom is introduced, aiming to enhance engagement by exploring the Metaverse's origins, features, and educational benefits. This study delves into integrating metaverse technology into online education, using Suranaree University of Technology's product design and development course as a model. This course merges project-based and problem-based learning. The investigation outlines the gradual creation of a virtual classroom aligned with these traditional approaches, detailing its functions, components, and limitations. The classroom design is evaluated through student feedback gathered from interviews and surveys. Students assess the design's advantages and disadvantages and compare between the Metaverse, physical classes, Zoom, and video-based learning. Results drawn from feedback from 20 students highlight a preference for physical learning, closely followed by the Metaverse, which excels in engagement over Zoom and video. The Metaverse also excels in real-time interactions, with minor differences in self-directed learning. The study emphasizes the potential of integrating the Metaverse as a catalyst to improve online education and immersive learning. It highlights the ability of metaverse integration to increase real-time engagement and support innovative instructional methods. These methods are vital in effective online education, particularly in the ever-evolving educational landscape.