Towards a Metaverse of Knowledge

Sin, Zackary P. T.; Zhao, Isaac Dan; Wu, Astin C. H.; Li, Richard Chen; Ng, Peter H. F.; Huang, Xiao; Baciu, George; Cao, Jiannong; Li, Qing

doi:10.1007/978-3-031-33023-0_19

Cited by 3 publications

(2 citation statements)

References 25 publications

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“…An early prototype of this metaverse, K-Cube VR, is presented in Section V. The pilot user study with K-Cube VR provides promising empirical support for our vision for the edumetaverse. This paper extends our theoretical work [10] for a proposed framework design and a prototype coupled with a pilot user study. Overall, the contributions of this expanded paper are as follows:…”

Section: Introductionmentioning

confidence: 59%

“…• Propose a metaverse learning theory based on constructivism with eight actionable principles (from [10]). • Propose a design for an education metaverse that enables immersive exploration and learning of knowledge within a structured world in the form of a knowledge graph • Present an evaluated pilot metaverse prototype, K-Cube VR, which partially validates the proposed edu-metaverse theory and framework.…”

Section: Introductionmentioning

confidence: 99%

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Toward an Edu-Metaverse of Knowledge: Immersive Exploration of University Courses

Sin,

Jia,

et al. 2023

IEEE Trans. Learning Technol.

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Metaverse, an alternative universe for play, work and interaction, has become a captivating topic for academia and industry in recent times. This opens the question on what a metaverse for education, or edu-metaverse, should look like. It is believed that this metaverse for learning should be grounded by a pedagogical theory. Particularly, we propose a constructivist metaverse learning theory with eight actionable principles to guide the edu-metaverse and its applications. With this metaverse learning theory, we further propose the framework for an edu-metaverse; it is essentially walkable yellow pages that connect knowledge. The core idea is to combine the structure of knowledge graphs and the immersion of virtual reality in order to facilitate association, exploration and engagement in learning. Our current prototype for this edu-metaverse vision, K-Cube VR, is also presented. We have tested K-Cube VR for the introduction of course topics to our students and the results indicate that our edu-metaverse framework benefits students by providing a focused environment and structured learning on the topics of a course, akin to a mind map. Overall, in this paper, we present an edu-metaverse design that is rooted in a constructivist pedagogy that already shows promising results from a pilot user study via our metaverse prototype.

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Section: Introductionmentioning

confidence: 59%

Section: Introductionmentioning

confidence: 99%

Toward an Edu-Metaverse of Knowledge: Immersive Exploration of University Courses

Sin,

Jia,

et al. 2023

IEEE Trans. Learning Technol.

Self Cite

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From Classroom to Metaverse: A Study on Gamified Constructivist Teaching in Higher Education

Ng,

Chen,

Sin

et al. 2023

Lecture Notes in Computer Science

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Knowledge-Graph-Driven Mind Mapping for Immersive Collaborative Learning: A Pilot Study in Edu-Metaverse

Jia,

Wang,

Sin

et al. 2024

IEEE Trans. Learning Technol.

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One of the promises of edu-metaverse is that it can provide a virtual environment that can enable us to engage in learning activities that are similar to or on par with reality. Coupled with the digital enhancement that can be introduced in a virtual environment, learning in an edu-metaverse has been expected to bring novel learning experiences to students. However, despite its captivating outcome, it seems there is limited adoption of edu-metaverse for practical learning currently. We believe this can be attributed to the fact that there is a lack of investigation into learners' behavior given a social learning environment. This lack of investigation is critical, as without behavioral insight, it hinders the development of education material and the direction of an edu-metaverse.This paper aims to provide insights into learner behavior in edu-metaverse by conducting a focused pilot study. Particularly, we investigate the learners' behavior when drawing mind maps in the metaverse aided by the embedded knowledge graph. Compared to Zoom, a typical video conferencing and remote collaboration platform, it seems that users are more involved in learning activities, and the co-presence seems to assist in engagement so that they are more willing to contribute to the learning task collaboratively. Our work also provides insight into the interaction and learning activity design for edu-metaverse, particularly when mind maps are involved.

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Towards a Metaverse of Knowledge

Cited by 3 publications

References 25 publications

Toward an Edu-Metaverse of Knowledge: Immersive Exploration of University Courses

Toward an Edu-Metaverse of Knowledge: Immersive Exploration of University Courses

From Classroom to Metaverse: A Study on Gamified Constructivist Teaching in Higher Education

Knowledge-Graph-Driven Mind Mapping for Immersive Collaborative Learning: A Pilot Study in Edu-Metaverse

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