Envisioning Architecture of Metaverse Intensive Learning Experience (MiLEx): Career Readiness in the 21st Century and Collective Intelligence Development Scenario
Abstract
:1. Introduction
2. Background
2.1. Learning for Career Readiness
- Act as a responsible and contributing citizen to the betterment of teams, families, community, and workplace.
- Connect abstract concepts with real-world applications and apply academic and technical resources to communicate and collaborate effectively with diverse individuals and groups to attain desired outcomes.
- Reflect on how context and culture can influence diverse interpretations of situations, events, issues, and phenomena, and so, influence actions and decisions making.
- Plan future actions and decisions based on reflections and evaluations of the complexities of how actions impact the global context
- Engage in individual and collaborative experiences and translate ideas and findings to actions that improve local and/or global situations.
- Select, evaluate, and utilize a variety of resources, including technology applications, to make sense of situations and solve problems.
- Take ownership of their development and participate in ongoing educational and experiential processes.
2.2. Experiential Learning Cycle and Immersive Learning
- (1)
- Prior to event: This event focuses on (a) profiling learners as the personal foundation of the experience (i.e., the learner’ previous experiences, expectations and intended outcomes, levels of engagement); (b) preparing the learning environment (milieu); and (c) designing the learning strategies while capturing all physical, social, emotional and intellectual elements needed to create and maximize opportunities for engagement and sustaining learning during the event.
- (2)
- During event: The is the situated learning trigger that uses of the resources available in the environment to construct personalized learning paths and to raise awareness of the surroundings. Interventions in the form of actions that change the milieu and reflections that interpret events and their outcomes, occur during this event phase.
- (3)
- Post event: The learner formulates reflections after experiences while considering three elements: (a) returning to the lived experience in order to fully capture its context; (b) analyzing the feelings and emotions presented during and after the experience to understand enhancements or seize the opportunities for further learning and reflections; and (c) re-evaluating the experience and using the outcomes to prepare for future events. The re-evaluation involves activities to associate and integrate the new knowledge to what is already known, to validate the authenticity of the resulting ideas and feeling, and to own and operate the new knowledge.
2.3. Collective Intelligence and Community of Practice
2.4. Experience Creation in the Metaverse
3. The Metaverse Intensive Learning Experience (MiLEx)
3.1. Ecosystem and Layering Architecture
- Learner needs or problem are the immediate purpose of learning
- Learning is a self-directed process
- Learning occurs through authentic experiences within the practice environment.
- Learning is a social act that involves interactions over a lengthy period.
- Key Players: to define the main actors and their roles in the learning process. This also involves understanding the personal needs, interests and expectations that drive access to MiLEx. This understanding is exploited to motivate learners to explore MiLEx environments and communities; and to engage in learning experiences.
- Practice Context: to present the working environment (i.e., learning space) and the networks of action–interactions among human and non-human objects.
- Experience Cycles: to prepare the environment (context) and design the events/activities/ simulated real-life problems to deliver the learning outcomes. During these events learners are empowered to rely on their awareness of the environment, their prior experiences, and their community connections to make actions (i.e., produce content and edit the environment), reflect on their actions and evaluate their impacts, develop new understandings, and put them into practice in the next situations.
- Technology: to define the technologies that support virtual communities of practice, ensuring rules enforcement, experience cycles development, and knowledge transformation and distribution between human and non-human objects within the community.
3.2. MiLEx Key Players
3.3. Practice Context in MiLEx
3.4. MiLEx Experience Cycles
3.5. MiLEx Platform
3.5.1. The Access Gateway
- The first enables users to enter that intensive immersive experience through multiple forms of access equipment technologies including continuum of extended reality (VR/AR/MR), brain–computer interaction (BCI), and sensing technologies to capture human vital measures, from vision, eye, or motion tracking as well the ability to reproduce some sensing information, such as smell, touch, or taste.
- The second enables the physical world connections with MiLEx to collect different telemetric data about physical objects as well as to embed actions to trigger the physical world to react to different changes. This includes digital twin technology, internet-of-things (IoT) and robotics.
3.5.2. Horizontal Layers
Infrastructure Agnostic Layer
Data Layer
Intelligence Layer
- Social Intelligence: targets profiling and analyzing behaviors of individuals and groups as they socially interact; and track the changes on these behavioral patterns during situations and experience contexts.
- General Intelligence: employs rules engine and decision-making models to generate insights and inform the NPCs development process.
- Natural language processing recognizes and interprets voices and texts either handwritten texts or by converting voice to text during the experience.
- Theory of Mind develops the ability of NPCs to collaborate with human players. In our practice context, it is used to develop socially intelligent NPCs who are able to perform the same cognitive mechanisms (i.e., reasoning process) involved in making decisions from the human learners’ perspectives and engage with them in an effective learning interaction in response to critical situations. This is perceived to improve the trust in NPCs, so that learners may use their support to better understand their surroundings and plan their future actions [75].
- Collective Intelligence: uses collectively generated data and experience histories to build new spaces, environments, and objects for future experiences.
Core Platforms
Experience Layer
3.5.3. Vertical Layers
Enablers
Governance
4. Experiential Journey in MiLEx
4.1. Living the Experience
4.1.1. Getting Started
4.1.2. Immersive Experience
4.1.3. Experience Results
4.2. Insights and Analytics
4.3. Continuous Engagement, Support and Feedback
5. Challenges and Open Issues
5.1. Technology Demands
5.1.1. Access to the Metaverse
5.1.2. Computing and Networking Infrastructure
5.1.3. Data Security and Privacy
5.1.4. Digital Inclusion and Accessibility
5.1.5. Learning Experience Design
5.2. Governance Structure
6. Concluding Remarks
Author Contributions
Funding
Data Availability Statement
Conflicts of Interest
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AbuKhousa, E.; El-Tahawy, M.S.; Atif, Y. Envisioning Architecture of Metaverse Intensive Learning Experience (MiLEx): Career Readiness in the 21st Century and Collective Intelligence Development Scenario. Future Internet 2023, 15, 53. https://doi.org/10.3390/fi15020053
AbuKhousa E, El-Tahawy MS, Atif Y. Envisioning Architecture of Metaverse Intensive Learning Experience (MiLEx): Career Readiness in the 21st Century and Collective Intelligence Development Scenario. Future Internet. 2023; 15(2):53. https://doi.org/10.3390/fi15020053
Chicago/Turabian StyleAbuKhousa, Eman, Mohamed Sami El-Tahawy, and Yacine Atif. 2023. "Envisioning Architecture of Metaverse Intensive Learning Experience (MiLEx): Career Readiness in the 21st Century and Collective Intelligence Development Scenario" Future Internet 15, no. 2: 53. https://doi.org/10.3390/fi15020053