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Virtual Reality/Metaverse Applications in STEAM Education and Creativity: Towards Student Learning Sustainability

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A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".

Deadline for manuscript submissions: 30 June 2024 | Viewed by 11722

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Special Issue Editors

Prof. Dr. Yu-Shan Chang

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Guest Editor

Department of Technology Application and Human Resource Development, National Taiwan Normal University, Taipei 106, Taiwan
Interests: creativity; virtual reality; metaverse; online learning

Dr. Hung Yue Suen

E-Mail Website
Guest Editor

Department of Technology Application and Human Resource Development, National Taiwan Normal University, Taipei 106, Taiwan
Interests: affective computing; human–computer interction (HCI); educational technology

Special Issue Information

Dear Colleagues,

The Metaverse emphasizes immersive technologies such as Virtual Reality (VR), Augmented Reality (AR), Mixed Reality (MR) and 3D virtual worlds (e.g., 360 images or videos from point cloud data). The question of how to effectively design and apply the Metaverse in teaching and learning remains crucial for the development of effective instructions and learning experiences.

The main scopes for this Special Issue are investigations into areas that explore the impact of immersive technologies in response to facilitating and enabling synchronous, asynchronous online or hybrid learning environments, such as, but not restricted to, the application of the Metaverse to education, cooperate training and human resources and talent development.

In this Special Issue, original research articles and reviews are welcome. Research areas may include (but are not limited to) the following:

The theories and frameworks of the Education Metaverse (Edu-Metaverse), and the standards for using it.
Edu-Metaverse exemplary use cases and practice, including instructional design and application scenarios in various disciplines from middle school to higher education and including enterprise employee training and development.
Social aspects and communication in the Edu-Metaverse. Multilingual teaching and cross-cultural communications and the presence of self.
Collaboration in the Edu-Metaverse. How do learners and instructors collaborate in the Edu-Metaverse?
Ethical and security challenges associated with the Edu-Metaverse.
The pedagogical and technological barriers to address in the Edu-Metaverse.
Assessment and evaluation in the Edu-Metaverse.
Metaverse for adult learning and human resources management.
Socio-technical aspects of Edu-Metaverse implementation.

We look forward to receiving your contributions.

Prof. Dr. Yu-Shan Chang
Dr. Hung Yue Suen
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

virtual reality (VR)
augmented reality (AR)
mixed reality (MR)
metaverse
3D virtual world
education
STEM/STEAM
creativity
innovation interactive technologies
human resources (HR)

Published Papers (4 papers)

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Research

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20 pages, 4189 KiB

Open AccessArticle

Virtual-Agent-Based Language Learning: A Scoping Review of Journal Publications from 2012 to 2022

by Xinyan Gu, Taxue Yu, Jun Huang, Feng Wang, Xiaoli Zheng, Mengxiang Sun, Zihao Ye and Qi Li

Sustainability 2023, 15(18), 13479; https://doi.org/10.3390/su151813479 - 08 Sep 2023

Viewed by 1013

Abstract

Researchers have pointed out the importance of virtual agents in technology-supported language learning; however, how to effectively combine the two remains a challenge for educators and educational technologists. To this end, this study reviewed publications in the field of virtual-agent-based language learning research from 2012 to 2022 in the Web of Science SSCI Core Collection database and explored the dimensions of publication trends, country and regional distribution, participants, research methodology, research platforms, role of virtual agents, language proficiency, research hot topics, theoretical foundations, and hot issues and trends in the field of virtual-agent-based language learning research. Cluster and co-occurrence analysis using VOSviewer software was used to analyze the links among country and region distribution, keywords, and terms. It was found that (1) the top four regions in terms of the number of citations for authors were, in descending order, Iran, Japan, South Korea, and Brazil; (2) the learner characteristics that scholars were most concerned about were learning effectiveness, memory performance, social presence, learning experience, and motivation; and (3) the results of co-occurrence analyses classified virtual-agent-based language learning research into eight clusters, namely, anthropomorphic virtual agents, the effects produced by virtual agents, the social interaction of virtual agents, animated virtual agents and language achievement, the gestures of virtual agents, the effects of virtual agents on learner characteristics, computer-assisted learning, and the design of virtual agents. The lack of the systematic application of virtual agents in language learning prevented previous studies from revealing the language learning process in virtual-agent-based learning environments. Therefore, this study made appropriate recommendations for future investigations on how virtual agents can improve language learning for researchers, teachers, and decision makers. Full article

(This article belongs to the Special Issue Virtual Reality/Metaverse Applications in STEAM Education and Creativity: Towards Student Learning Sustainability)

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22 pages, 4222 KiB

Open AccessArticle

Teaching Methodology for Understanding Virtual Reality and Application Development in Engineering Major

by Jihyung Kim, Kyeong-sun Kim, Jonghyeon Ka and Wooksung Kim

Sustainability 2023, 15(3), 2725; https://doi.org/10.3390/su15032725 - 02 Feb 2023

Cited by 3 | Viewed by 1960

Abstract

This study proposed a virtual reality (VR) course that addresses the overall understanding and application of VR technology. After investigating previous studies, we found that two technologies must be applied to design a VR course that fits the latest trends. One is hardware technology dealing with the technical background, while the other is software utilization and development using the merits of VR technology. To accommodate these needs, we designed a VR course consisting of three steps: VR-related theory, TA-led content creation training, and team projects. Through this course, students will improve their ability to develop applications that apply to their research fields after studying the technical background and courses of VR. We conducted a semester-long study with nine students to verify the proposed method and then evaluated them through an in-depth interview and a questionnaire with a five-point Likert scale consisting of nine items. Considering this feedback, we have added several steps to improve the educational effect among students. Full article

(This article belongs to the Special Issue Virtual Reality/Metaverse Applications in STEAM Education and Creativity: Towards Student Learning Sustainability)

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21 pages, 1012 KiB

Open AccessArticle

Influencing Factors of Usage Intention of Metaverse Education Application Platform: Empirical Evidence Based on PPM and TAM Models

by Gaofeng Wang and Changhoon Shin

Sustainability 2022, 14(24), 17037; https://doi.org/10.3390/su142417037 - 19 Dec 2022

Cited by 30 | Viewed by 5492

Abstract

We explored the influencing factors of the usage intention of a metaverse education application platform that directly influence the optimization of its service function, improve the usage intention, and realize the promotion and application of metaverse technology in the education domain. Based on the characteristics of the metaverse education application platform, we integrated the PPM (push–pull–mooring) model and the TAM (technology acceptance model) to construct the model of influencing factors of usage intention. Ultimately, 275 valid questionnaires were collected through expert demonstration, pre-investigation, formal investigation, and other processes. In addition, our paper used the SEM (structural equation model) and fsQCA (fuzzy-set qualitative comparative analysis) to analyze the influencing factors of user willingness and their configuration paths. The study found that personalized learning, contextualized teaching, perceived usefulness, perceived ease of use, social needs, and social impact play significant positive roles in the willingness to use the metaverse education platform. Meanwhile, the obtained findings show that the experience-led community-driven mode, personality-led community-driven mode, and social-led utility-driven mode serve as potential guidelines for usage intention enhancement. Full article

(This article belongs to the Special Issue Virtual Reality/Metaverse Applications in STEAM Education and Creativity: Towards Student Learning Sustainability)

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Review

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41 pages, 1024 KiB

Open AccessReview

Virtual Worlds for Learning in Metaverse: A Narrative Review

by Robertas Damaševičius and Tatjana Sidekerskienė

Sustainability 2024, 16(5), 2032; https://doi.org/10.3390/su16052032 - 29 Feb 2024

Viewed by 1843

Abstract

As digital technologies continue to evolve, they offer unprecedented opportunities to transform traditional educational paradigms. Virtual worlds offer a dynamic and immersive platform for fostering sustainability education, bridging the gap between theoretical knowledge and practical application. In these interactive environments, students can engage with complex ecological systems and sustainability challenges in a risk-free setting, allowing for experimentation and exploration that would be impractical or impossible in the real world. This study aims to investigate the application of various types of virtual worlds in educational settings, examine their characteristics and potential, and explore how they foster critical 21st-century skills like critical thinking, creativity, communication, and collaboration. This paper comprehensively explores various types of virtual worlds—Adventure World, Simulation World, Creative World, Role-Playing World, and Collaborative World—assessing their impact on educational processes and outcomes. Adventure Worlds, with narrative-driven quests, engage students in exploratory learning within a story context. Simulation Worlds replicate real-world environments, allowing students to practice and hone practical skills in a risk-free setting. Creative Worlds provide open-ended, sandbox-like environments where innovation and imagination are paramount. Role-Playing Worlds facilitate empathy and perspective-taking through character-driven scenarios, while Collaborative Worlds emphasize teamwork and problem-solving in group projects. The narrative review methodology was adopted for the comprehensive analysis and synthesis of the literature to assess the impact and integration of virtual worlds in education, focusing on identifying trends, challenges, and opportunities within this domain. The evaluation methodology used in this study incorporates a mix of the Theory of Inventive Problem Solving (TRIZ), Concept-Knowledge (C-K) theory, Structure-behavior-function (SBF) modeling, the Framework for 21st Century Learning (P21), and Universal Design for Learning (UDL) to evaluate the characteristics and educational potential of different virtual world types. Findings indicate that virtual worlds effectively support critical thinking, creativity, communication, and collaboration skills, presenting a comprehensive analysis of how these environments can support, supplement, or transform traditional educational models. The main outcome of the study is the comprehensive exploration of various types of virtual worlds—Adventure World, Simulation World, Creative World, Role-Playing World, and Collaborative World—in education, demonstrating their significant potential to enhance learning experiences and outcomes through immersive, interactive environments that foster critical thinking, creativity, communication, and collaboration skills. Full article

(This article belongs to the Special Issue Virtual Reality/Metaverse Applications in STEAM Education and Creativity: Towards Student Learning Sustainability)

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