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Technology-Enhanced Education through VR-Making and Metaverse-Linking to Foster Teacher Readiness and Sustainable Learning

Author

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  • HyeJin Lee

    (Department of English Education, Wonkwang University, Iksan 54538, Korea)

  • Yohan Hwang

    (Department of English Language and Culture, Jeonju University, Jeonju 55069, Korea)

Abstract

The main purpose of this paper is to bring pioneering insights into the core line of sustainable education research by investigating the multi-dimensional aspects of teachers’ readiness to design technology-enhanced learning environments. In order to achieve this goal, this study documents the experiences of pre-service English teachers in instructional Virtual Reality (herein, VR) content design of K–12 English digital textbooks. Furthermore, it examines how their VR creation can be linked to a metaverse platform for learning adaptivity and sustainable education. The data are collected by pre-/post-surveys as well as reflective papers. The pre-/post-survey responses are analyzed with a t -test to determine significance; the reflective paper entries are scrutinized with sentiment analysis and text mining. The study findings suggest that such transformative experiences of VR-Making (herein, VRM) for instructional contents are conducive to capacitate pre-service teachers’ technological readiness, 4Cs (Critical Thinking, Creativity, Collaboration, Communication) in digital citizenship, and perceived pedagogical benefits. Based on findings, this study continues to support the need for providing teaching practitioners with hands-on learning-to-teach opportunities with emerging technology as a tool to fulfill sustainable education.

Suggested Citation

  • HyeJin Lee & Yohan Hwang, 2022. "Technology-Enhanced Education through VR-Making and Metaverse-Linking to Foster Teacher Readiness and Sustainable Learning," Sustainability, MDPI, vol. 14(8), pages 1-21, April.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:8:p:4786-:d:795475
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    References listed on IDEAS

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    1. Xinyi Huang & Di Zou & Gary Cheng & Haoran Xie, 2021. "A Systematic Review of AR and VR Enhanced Language Learning," Sustainability, MDPI, vol. 13(9), pages 1-28, April.
    2. Jing Hui & Yueliang Zhou & Mohamed Oubibi & Weifeng Di & Lixin Zhang & Sijia Zhang, 2022. "Research on Art Teaching Practice Supported by Virtual Reality (VR) Technology in the Primary Schools," Sustainability, MDPI, vol. 14(3), pages 1-15, January.
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    Citations

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    Cited by:

    1. Bahaa Mustafa, 2022. "Analyzing education based on metaverse technology," Technium Social Sciences Journal, Technium Science, vol. 32(1), pages 278-295, June.
    2. Salvatore Monaco & Giovanna Sacchi, 2023. "Travelling the Metaverse: Potential Benefits and Main Challenges for Tourism Sectors and Research Applications," Sustainability, MDPI, vol. 15(4), pages 1-10, February.
    3. Sun-Yi Yang & Mi-Kyung Kang, 2022. "Efficacy Testing of a Multi-Access Metaverse-Based Early Onset Schizophrenia Nursing Simulation Program: A Quasi-Experimental Study," IJERPH, MDPI, vol. 20(1), pages 1-18, December.
    4. Tris Kee & Hao Zhang, 2022. "Digital Experiential Learning for Sustainable Horticulture and Landscape Management Education," Sustainability, MDPI, vol. 14(15), pages 1-18, July.
    5. Inho Hwang & Hoshik Shim & Woo Jin Lee, 2022. "Do an Organization’s Digital Transformation and Employees’ Digital Competence Catalyze the Use of Telepresence?," Sustainability, MDPI, vol. 14(14), pages 1-20, July.
    6. Anđelka Štilić & Edisa Puška & Adis Puška & Darko Božanić, 2023. "An Expert-Opinion-Based Evaluation Framework for Sustainable Technology-Enhanced Learning Using Z-Numbers and Fuzzy Logarithm Methodology of Additive Weights," Sustainability, MDPI, vol. 15(16), pages 1-18, August.

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