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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: closed (30 June 2024) | Viewed by 16965

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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

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Keywords

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

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Published Papers (6 papers)

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Research

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18 pages, 1952 KiB

Open AccessArticle

Exploring the Use of Avatars in the Sustainable Edu-Metaverse for an Alternative Assessment: Impact on Tolerance

by Yara Ahmed Mohebeldin Zaky and Azza Ali Gameil

Sustainability 2024, 16(15), 6604; https://doi.org/10.3390/su16156604 - 1 Aug 2024

Viewed by 476

Abstract

This article investigates how avatars in the metaverse can be used for peer evaluation in a sustainable educational setting. The goal is to find the best alternative modes of assessment (one-to-many/many-to-one) to evaluate the design of a sustainable educational environment. The research also explores how learners’ avatars influence the development of tolerance and respect for others within the metaverse. The study involved 36 female graduates from King Faisal University’s College of Education. A quasi-experimental design with two experimental groups was employed to assess performance. Through a product quality card and applying a tolerance (IPTS) scale for data collection. The preliminary findings indicate that the avatars within the (one-to-many) group demonstrated better performance and showed an increase in tolerance values after the intervention, compared to their counterparts (many-to-one) as an alternative mode of assessment, in the development of a sustainable Edu-Metaverse environment. The research validated that avatars enhance positive attitudes and behaviors, thereby providing insights for developing more effective educational interventions and contributing to enhancing the user experience and implementation of sustainable educational initiatives through a metaverse. 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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17 pages, 11121 KiB

Open AccessArticle

The Metaverse in Green Building Concept Learning, Creative Design Performance, and Learning Engagement

by Yu-Shan Chang, Yen-Yin Wang and Hsin-Jou Tsai

Sustainability 2024, 16(14), 6264; https://doi.org/10.3390/su16146264 - 22 Jul 2024

Viewed by 510

Abstract

Due to the rapid advancement of technology, environmental sustainability education has gained significant attention. This study aimed to explore the effect of the metaverse on green building concept learning, creative design performance, and learning engagement. This research was conducted with 61 students from a public high school, employing a quasi-experimental design with nonequivalent groups. The experimental teaching theme was green building education, where the experimental group used online metaverse with Minecraft-assisted teaching, while the comparison group used internet images for assistance. Our research results were as follows: 1. The metaverse had a large effect size on the example dimension of concept learning but no significant effect on the linkages, hierarchical structures, or cross-linking terms. 2. The metaverse significantly enhanced creative design performance, including value, usability, novelty, and elaboration. 3. The metaverse had a significant effect on learning engagement, particularly in learning attitudes. 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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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 - 8 Sep 2023

Cited by 1 | Viewed by 1368

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 - 2 Feb 2023

Cited by 3 | Viewed by 2394

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 45 | Viewed by 6440

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

Cited by 2 | Viewed by 3888

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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