Abstract
The two-dimensional metaverse (2D-Metaverse) has been gaining momentum as a platform for executing "personalized and collaborative learning" in an online environment, in Japanese elementary education, within the purview of Society 5.0. Vital elements of this pedagogical approach are children's self-regulation and peer interaction. However, empirical studies targeting these aspects within a 2D-Metaverse are sparse. This study aims to devise a learning design that amplifies self-regulation and peer interaction among children in a 2D-Metaverse, as part of a "personalized and collaborative learning" framework. The study employed a 2D-Metaverse-based "individualized and collaborative learning" model, with 26 children from Nagasaki and Fukushima prefectures participating. The lesson design is predicated upon the concept of "reconstruction of disaster-affected areas." This pedagogical approach is architected to facilitate students' autonomy within the 2D-Metaverse, enabling them to freely navigate, as opposed to adhering stringently to instructor-led directives. The 2D-Metaverse utilized was "oVice," a web-based virtual space service. A subsequent evaluative survey, employing a 5-point Likert scale, probed the children's self-perception of "self-control" during the self-regulation learning performance phase, and their awareness of social presence through peer interaction. Owing to a non-normal distribution per the Shapiro-Wilk test, the Wilcoxon signed rank test was utilized to investigate discrepancies between each survey item and the median rating. The outcomes illustrate a positive appraisal of self-regulation and peer interaction among participants. Thus, the successful design of a pedagogical program fostering "individualized optimal learning and collaborative learning," and promoting self-regulation and peer interaction in the 2D-Metaverse, can be asserted.
Author Information
Shin Kurata, Nagasaki University, Japan
Yoshimasa Hoshino, Nagasaki University, Japan
Rintaro Yamamoto, Nagasaki University, Japan
Paper Information
Conference: IICE2024
Stream: Primary & Secondary Education
This paper is part of the IICE2024 Conference Proceedings (View)
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To cite this article:
Kurata S., Hoshino Y., & Yamamoto R. (2024) Development of Learning Design That Amplifies Self-Regulation and Peer Interaction Among Elementary School Students in a Two-Dimensional Metaverse ISSN: 2189-1036 – The IAFOR International Conference on Education – Hawaii 2024 Official Conference Proceedings https://doi.org/10.22492/issn.2189-1036.2024.14
To link to this article: https://doi.org/10.22492/issn.2189-1036.2024.14
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