Pixel International Conferences

In this paper, the topic of learning in the Metaverse will be discussed in relation to a new learning framework known as Metavism. Metavism is a framework that underpins future learning processes within meta-ecologies of learning. Dependent on multiple learning theories in parallel practice within synchronous and asynchronous events, metavism is conceptualised to exist in a fluctuated continuum of learning. Leveraging examples from current, emerging and future technology-enhanced practices, the paper will argue that formal learning experiences are at the cusp of entering a new epoch. Anchored upon an acceptance that the metaverse will change the landscape of learning in its entirety, the author argues that future learning environments and learning effectiveness will be underpinned and supported by a combination of increased use of trends such as gamification, mixed realities and artificial intelligence. Through a framework such as metavism, the author argues that the future of learning in the Metaverse can help to realise technological, conceptual and pedagogic pluralism

References

1. Allcoat, D., Hatchard, T., Azmat, F., Stansfield, K., Watson, D., & von Mühlenen, A. (2021). Education in the Digital Age: Learning Experience in Virtual and Mixed Realities. Journal of Educational Computing Research, 59(5), 795–816
2. Atherton, P. (2018) 50 Ways to Use Technology Enhanced Learning in the Classroom: Practical strategies for teaching. London: Sage.
3. Barnett, R. (2011) Lifewide education: a new and transformative concept for higher
4. education. in N. J. Jackson (ed) Learning for a Complex World: A lifewide concept of
5. learning, education and personal development. Authorhouse 22-38
6. Carruth D.W. (2017) Virtual reality for education and workforce training. 2017 15th international conference on emerging elearning technologies and applications, IEEE, pp. 1-6.
7. Chen, X., Haoran, Xie, H., Di Zou and Hwang, G.J (2020) Application and theory gaps during the rise of Artificial Intelligence in Education, Computers and Education: Artificial Intelligence, Volume 1, 2020.
8. Clark, D. (2020) AI for Learning. Koganpage Publishers.
9. Downes, S. (2010). New technology supporting informal learning. Journal of Emerging Technologies in Web Intelligence, 2(1), 27-33.
10. Erbil, D. G. (2020). A review of flipped classroom and cooperative learning method within the context of Vygotsky theory. Frontiers in Psychology, 11, 1157.
11. National Forum for the Enhancement of Teaching and Learning in Higher Education (2020) "Reflecting and Learning: The move to remote/online teaching and learning in Irish higher education," https://hub.teachingandlearning.ie/resource/reflecting-and-learning-the-move-to-remote-online-teaching-and-learning-in-irish-higher-education/
12. Kukulska-Hulme, A., Bossu, C., Coughlan, T., Ferguson, R., FitzGerald, E., Gaved, M., Herodotou, C., Rienties, B., Sargent, J., Scanlon, E., Tang, J., Wang, Q., Whitelock, D., Zhang, S. (2021). Innovating Pedagogy 2021: Open University Innovation Report 9. Milton Keynes: The Open University.
13. Puntambekar, S (2022) Distributed Scafolding: Scafolding Students in Classroom Environments. Educational Psychology Review (2022) 34:451–472.
14. Radianti, J., Majchrzak, T.A, Fromm, J and Wohlgenannt, I (2020)
15. A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda. Computers & Education, 147. Article 103778.
16. Redecker, C. and Punie, Y. (2017). European Framework for the Digital Competence of Educators: DigCompEdu [Online] Available from: http://publications.jrc.ec.europa.eu/repository/bitstream/JRC107466/pdf_digcomedu_a4_final.pdf
17. Rogers, A. (2003) What is the difference? a new critique of adult learning and teaching, Leicester: NIACE.
18. Sharma, K and Giannakos, M (2020) Multimodal data capabilities for learning: What can multimodal data tell us about learning? British Journal of Educational Technology, 51 (5) (2020), pp. 1450-1484.
19. Sparkes, M (2021) What is a Metaverse? New Scientist, Vol. 251, Issue 3348.
20. Xenos., M (2018) “The Future of Virtual Classroom: Using Existing Features to Move Beyond Traditional Classroom Limitations”. In: Auer, M., Tsiatsos, T. (eds) Interactive Mobile Communication Technologies and Learning, Springer, vol. 725, pp. 944-951.