Araştırma Makalesi
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Metaverse Destekli Fen Eğitimi

Yıl 2024, Cilt: 53 Sayı: 242, 659 - 694, 01.05.2024

Sabri Kan Ahmet Kumaş

https://doi.org/10.37669/milliegitim.1242079

Öz

Metaverse, eğitimde teknoloji destekli devrimin yeni miladı mı, yoksa sıradanlaşmış teknoloji destekli yeni bir öğretim uygulaması mı? Son dört yıl içinde eğitim bilimlerinde metaverse ile ilgili araştırmalar ivmeli bir şekilde artış göstermesine karşın bu araştırmaların gelişmiş ülkelerde ve üniversite düzeyinde olduğu görülmektedir. Buna karşılık gelişmekte olan ülkelerde ve genel olarak lise düzeyinde araştırma boşluğu bulunmaktadır. Metaverse uygulamalarını farklı amaçlarla kullanan bireylerin %90’dan fazlasının 16 yaş altı gençlerin olduğu dikkate alındığında öğrencilerin anlamakta güçlük çektikleri ve somutlaştıramadıkları fen bilimleri kapsamındaki soyut, mikro ve makro içerikli konuların öğretiminde bilişim uzmanlarından faydalanarak işbirlikli gruplara hitap edecek şekilde etkinliklerin geliştirilmesine ihtiyaç duyulmaktadır. Bu araştırma, metaverse destekli fen eğitiminin uluslararası uygulamalarının ne durumda olduğunu belirleyerek fen öğretimindeki önemini ortaya koymaktadır. Ayrıca bu süreçte yaşanabilecek problemler, avantajlar, dezavantajlar ve sınırlılıklar belirlenip, liselerde fen bilimleri derslerinde hangi konularda yürütülmesinin etkili olabileceği tespit edilmiştir. Nitel araştırma türlerinden özel durum çalışmasına dayalı yürütülen araştırmada seçkisiz olmayan örneklem yönteminden amaçlı örneklem, maksimum çeşitlilik ve ölçüt örneklemesi kullanılmıştır. Araştırmada katılımcı verileri 14 öğretmen ve 15 öğrenciden 2022-2023 eğitim öğretim yılı güz döneminde görüşme yolu ile elde edilmiştir. Doküman verileri ise Web of Science ve TR dizin veri tabanlarından elde edilmiştir. Katılımcı verileri içerik analizi, doküman verileri ise bibliyometrik analiz ile anlamlandırılmıştır. Metaverse uygulamalarının öğrencileri teknoloji bağımlılığına, sosyal ve kültürel yönden sınırsız özgürlüğe yönlendirerek gerçek dünyadan uzak oyun merkezli bir etkileşime sürüklemesi ve mahremiyet duygularını giderici boyutları dikkate alınarak eğitim bilimciler tarafından ders kapsamında sınırlayıcı uygulamaların geliştirilmesi önerilmektedir.

Anahtar Kelimeler

metaverse fen eğitimi teknoloji destekli öğrenme metaverse, fen eğitimi, teknoloji destekli öğrenme science education technology assisted learning

Teşekkür

Araştırma sürecinde sürece aktif katılım sağlayan öğretmen ve öğrencilerimize özverili çalışmalarından teşekkürlerimizi bir borç biliriz.

Kaynakça

  • Alam, A. (2022). Platform utilizing blockchain technology for e-learning and online education for open sharing of academic proficiency and progress records. In Smart Data Intelligence: Proceedings of ICSMDI 2022 (pp. 307-320). Singapore: Springer Nature Singapore.
  • Alam, A., and Mohanty, A. (2022). Metaverse and posthuman animated avatars for teaching-learning process: ınterperception in virtual universe for educational transformation. In International Conference on Innovations in Intelligent Computing and Communications (pp. 47-61). Springer, Cham.
  • Analı, K. C., ve Şahin, A. (2020). Kırsal bölgelerde mesleğe yeni başlayan öğretmenlerin mesleki sorunları. Türkiye Eğitim Dergisi, 5 (2), 396-414.
  • Anderson, J., and Rainie, L. (2022). The metaverse in 2040. Pew Research Center.
  • Atif Alkan, S., ve Bolat, Y. (2022). Eğitimde metaverse: Bilgilendirici bir literatür taraması. Uluslararası Eğitim Bilimleri Dergisi, 9 (32), 267-295.
  • Bibri, S. E. (2022). The social shaping of the metaverse as an alternative to the imaginaries of data-driven smart Cities: A study in science, technology, and society. Smart Cities, 5 (3), 832-874.
  • Chen, Z. (2022). Exploring the application scenarios and issues facing Metaverse technology in education. Interactive Learning Environments, 1-13.
  • Cho, Y., Hong, S., Kim, M., and Kim, J. (2022). DAVE: Deep Learning-Based asymmetric virtual environment for immersive experiential metaverse content. Electronics, 11 (16), 2604.
  • Daly, S., and Luo, X. (2022). The student-centered metaverse: connecting VR, MR, AR to GEN Z student needs. In EDULEARN22 Proceedings: 14th International Conference on Education and New Learning Technologies: July 4th-6th, 2022 (pp. 703-703). IATED Academy.
  • Dean, B. (2022, 5 Ocak). Roblox user and growth stats 2022. https://backlinko.com/robloxusers#geographic-distribution-of-roblox-users.
  • Eysenbach, G., and Köhler, C. (2002). How do consumers search for and appraise health information on the world wide web? Qualitative study using focus groups, usability tests, and in-depth interviews. Bmj, 324 (7337), 573-577.
  • Fitria, T. N., and Simbolon, N. E. (2022). Possibility of metaverse in education: opportunity and threat. SOSMANIORA: Jurnal Ilmu Sosial dan Humaniora, 1 (3), 365-375.
  • Gao, Y., Lu, Y., and Zhu, X. (2022). Mateverse, the future materials science computation platform based on metaverse. The Journal of Physical Chemistry Letters, 14, 148-157.
  • Golafshani, N. (2003). Understanding reliability and validity in qualitative research. The qualitative report, 8 (4), 597-607.
  • Gülen, S. , Dönmez, İ., and İdin, Ş. (2022). STEM Education in metaverse environment: Challenges and opportunities. Journal of STEAM Education, 5 (2) , 100-103.
  • Hwang, G. J., and Chien, S. Y. (2022). Definition, roles, and potential research issues of the metaverse in education: An artificial intelligence perspective. Computers and Education: Artificial Intelligence, 100082.
  • Hwang, G. J., Chang, C. C., and Chien, S. Y. (2022). A motivational model‐based virtual reality approach to prompting learners' sense of presence, learning achievements, and higher‐order thinking in professional safety training. British Journal of Educational Technology.
  • Jeon, J. E. (2021). The effects of user experience-based design innovativeness on user-metaverse platform channel relationships in South Korea. Journal of Distribution Science, 19 (11), 81-90.
  • Kan, S., and Saka, A. Z., (2021). The comparison of problem based and project based learning methods in the teaching of physics. Croatian Journal of Education, 23 (3).
  • Kan, S., Saka, A. Z., and Batman D., (2019). Investigation of physics teachers’ opinions about physics curriculum. Canadian Journal of Physics, 97 (11): 1200-1205, https://doi.org/10.1139/cjp-2018-0735.
  • Kemp, J., and Livingstone, D. (2006). Putting a second life “Metaverse” skin on learning management systems. In proceedings of the second life education workshop at the second life community convention (Vol. 20). CA, San Francisco: The University of Paisley.
  • Kerdvibulvech, C. (2022, June). Exploring the impacts of COVID-19 on digital and metaverse games. In HCI International 2022 Posters: 24th International Conference on Human-Computer Interaction, HCII 2022, Virtual Event, June 26–July 1, 2022, Proceedings, Part III (pp. 561-565). Cham: Springer International Publishing.
  • Kumaş, A. (2022a). Fizik öğretiminde yaşanılan problemlerin fizik zümre toplantıları ve öğretmen görüşleri ile değerlendirilmesi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 23 (1), 1303-1348.
  • Kumaş, A. (2022b). Measurement-evaluation applications of context-based activities in hybrid learning environments. International Journal of Assessment Tools in Education, 9(Special Issue), 197-217.
  • Kye, B., Han, N., Kim, E., Park, Y., and Jo, S. (2021). Educational applications of metaverse: possibilities and limitations. Journal of Educational Evaluation for Health Professions, 18. Laeeq, K. (2022). Metaverse: why, how and what. How and what. Lee, L. H., Braud, T., Zhou, P., Wang, L., Xu, D., Lin, Z., ... and Hui, P. (2021). All one needs to know about metaverse: A complete survey on technological singularity, virtual ecosystem, and research agenda. arXiv preprint arXiv:2110.05352.
  • Li, S., Valcke, M., and Li, X. (2022). A lıterature revıew on open-world games to metaverse transıtıon from moral educatıon analysıng perspectıve. Edulearn22 Proceedings, 8234-8239.
  • Lin, H., Wan, S., Gan, W., Chen, J., and Chao, H. C. (2022). Metaverse in education: Vision, opportunities, and challenges. arXiv preprint arXiv:2211.14951.
  • Ljungholm, D. P. (2022). Metaverse-based 3D visual modeling, virtual reality training experiences, and wearable biological measuring devices in immersive workplaces. Psychosociological Issues in Human Resource Management, 10 (1), 64-77.
  • Lv, Z., Shang, W. L., and Guizani, M. (2022). Impact of digital twins and metaverse on cities: History, current situation, and application perspectives. Applied Sciences, 12 (24), 12820.
  • Marini, A., Nafisah, S., Sekaringtyas, T., Safitri, D., Lestari, I., Suntari, Y., ... and Iskandar, R. (2022). Mobile augmented reality learning media with metaverse to improve student learning outcomes in science class. International Journal of Interactive Mobile Technologies, 16 (7).
  • Metaverse Roadmap Summit. (2006). (n.d.). Elon University. https:// www. elon. edu/u/ imagi ning/ event-cover age/ Metaverse/
  • Mystakidis, S. (2022). Metaverse. Encyclopedia, 2 (1), 486-497.
  • Nalbant, K. G., and Uyanık, Ş. (2021). Computer vision in the metaverse. Journal of Metaverse, 1 (1), 9-12.
  • Ning, H., Wang, H., Lin, Y., Wang, W., Dhelim, S., Farha, F., ... and Daneshmand, M. (2023). A survey on the metaverse: The state-of-the-art, technologies, applications, and challenges. IEEE Internet of Things Journal. Odama, K. (2022). The Metaverse. The Texas Orator Blog Entries.
  • Özdemir, A., Vural, M., Süleymanoğulları, M., and Bayraktar, G. (2022). What do university students think about the metaverse?. Journal of Educational Technology and Online Learning, 5 (4), 952-962.
  • Park, S. M., and Kim, Y. G. (2022). A Metaverse: Taxonomy, components, applications, and open challenges. Ieee Access, 10, 4209-4251.
  • Rojas, E., Hülsmann, X., Estriegana, R., Rückert, F., and Garcia-Esteban, S. (2023). Students’ perception of metaverses for online learning in higher education: Hype or hope?. Electronics, 12 (8), 1867.
  • Sanders, W. L., and Horn, S. P. (1998). Research findings from the Tennessee Value-Added Assessment System (TVAAS) database: Implications for educational evaluation and research. Journal of personnel evaluation in education, 12, 247-256.
  • Sandrone, S. (2022). Medical education in the metaverse. Nature Medicine, 1-2.
  • Singh, J., Malhotra, M., and Sharma, N. (2022). Metaverse in education: An overview. Applying Metalytics to Measure Customer Experience in the Metaverse, 135-142.
  • Suh, W., and Ahn, S. (2022). Utilizing the metaverse for learner-centered constructivist education in the post-pandemic era: An analysis of elementary school students. Journal of Intelligence, 10 (1), 17.
  • Sun, Y. (2022, December). The construction and application of intelligent learning environment. In 2nd International Conference on Internet, Education and Information Technology (IEIT 2022) (pp. 269-278). Atlantis Press.
  • Taçgin, Z. (2022). Chapter VI Defınıng The metaverse. enhanced learning environments: Technology and Innovation, 173.
  • Tlili, A., Huang, R., Shehata, B., Liu, D., Zhao, J., Metwally, A. H. S., ... and Burgos, D. (2022). Is Metaverse in education a blessing or a curse: a combined content and bibliometric analysis. Smart Learning Environments, 9 (1), 1-31.
  • Türel, Y. K., Akgün, K., Aydın, M., and Yaratan, A. S. (2020). Examination of Technology Policies in Education of Far East Countries, Inonu University Journal of the Faculty of Education, 21 (1), 48-61.
  • Van Eck, N., and Waltman, L. (2010). Software survey: VOSviewer, a computer program for bibliometric mapping. scientometrics, 84 (2), 523-538.
  • Wang, M., Yu, H., Bell, Z., and Chu, X. (2022). Constructing an Edu-metaverse ecosystem: a new and innovative framework. IEEE Transactions on Learning Technologies, 15 (6), 685-696.
  • Wang, Y., Su, Z., Zhang, N., Xing, R., Liu, D., Luan, T. H., and Shen, X. (2022). A survey on metaverse: Fundamentals, security, and privacy. IEEE Communications Surveys & Tutorials.
  • Yang, Q., Zhao, Y., Huang, H., Xiong, Z., Kang, J., and Zheng, Z. (2022). Fusing blockchain and AI with metaverse: A survey. IEEE Open Journal of the Computer Society, 3, 122-136.
  • Yildirim, A. ve Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin.
  • Yin, R. K. (2009). Case study research: Design and methods (4th ed.). Thousand Oaks, CA: Sage.
  • Zhong, J., and Zheng, Y. (2022, July). Empowering future education: Learning in the Edu-Metaverse. In 2022 International Symposium on Educational Technology (ISET) (pp. 292-295). IEEE.
  • Zhou, Y., Xiao, X., Chen, G., Zhao, X., and Chen, J. (2022). Self-powered sensing technologies for human Metaverse interfacing. Joule, 6 (7), 1381-1389.

Metaverse-Based Science Education

Yıl 2024, Cilt: 53 Sayı: 242, 659 - 694, 01.05.2024

Sabri Kan Ahmet Kumaş

https://doi.org/10.37669/milliegitim.1242079

Öz

Is Metaverse the new milestone of the technology-assisted revolution in education, or a new technology-assisted teaching practice that has become commonplace? Although the research on the metaverse in educational sciences has increased rapidly in the last four years, it should be emphasized that these research have been conducted at the university level and mostly in developed countries. On the other hand, there is a research gap in developing countries and generally at the high school level. More than 90% of individuals who use Metaverse applications for different purposes are younger than 16. Considering this information, there is a need to develop activities based on group work in the teaching of abstract, micro and macro subjects within the scope of science that students have difficulty in understanding and cannot concretize by making use of informatics experts. This research determines the international practices of metaverse supported science education and reveals the importance of these practices in science teaching. In addition, in this study, the problems, advantages, disadvantages and limitations that can be experienced in education based on Metaverse were determined and it was determined which subjects could be effective in high school science courses. In the study, the case study method, one of the qualitative research types, was used. Purposeful sampling, maximum variation and criterion sampling from non-random sampling method were used. Participant data were obtained from 14 teachers and 15 students through interviews in the fall semester of the 2022-2023 academic year. Document data were obtained from Web of Science and TR index databases. Participant data was carried out with content analysis and document data was carried out with bibliometric analysis. According to the research findings, it was emphasized that Metaverse applications have features that lead students to technology addiction, unlimited social and cultural freedom, keep them away from the real world, drag them to a game-centered personality development and harm their sense of privacy. Considering these dimensions of metaverse supported education, it is suggested by the authors to develop restrictive practices during the course.

Anahtar Kelimeler

science education technology assisted learning metaverse, science education, technology assisted learning

Kaynakça

  • Alam, A. (2022). Platform utilizing blockchain technology for e-learning and online education for open sharing of academic proficiency and progress records. In Smart Data Intelligence: Proceedings of ICSMDI 2022 (pp. 307-320). Singapore: Springer Nature Singapore.
  • Alam, A., and Mohanty, A. (2022). Metaverse and posthuman animated avatars for teaching-learning process: ınterperception in virtual universe for educational transformation. In International Conference on Innovations in Intelligent Computing and Communications (pp. 47-61). Springer, Cham.
  • Analı, K. C., ve Şahin, A. (2020). Kırsal bölgelerde mesleğe yeni başlayan öğretmenlerin mesleki sorunları. Türkiye Eğitim Dergisi, 5 (2), 396-414.
  • Anderson, J., and Rainie, L. (2022). The metaverse in 2040. Pew Research Center.
  • Atif Alkan, S., ve Bolat, Y. (2022). Eğitimde metaverse: Bilgilendirici bir literatür taraması. Uluslararası Eğitim Bilimleri Dergisi, 9 (32), 267-295.
  • Bibri, S. E. (2022). The social shaping of the metaverse as an alternative to the imaginaries of data-driven smart Cities: A study in science, technology, and society. Smart Cities, 5 (3), 832-874.
  • Chen, Z. (2022). Exploring the application scenarios and issues facing Metaverse technology in education. Interactive Learning Environments, 1-13.
  • Cho, Y., Hong, S., Kim, M., and Kim, J. (2022). DAVE: Deep Learning-Based asymmetric virtual environment for immersive experiential metaverse content. Electronics, 11 (16), 2604.
  • Daly, S., and Luo, X. (2022). The student-centered metaverse: connecting VR, MR, AR to GEN Z student needs. In EDULEARN22 Proceedings: 14th International Conference on Education and New Learning Technologies: July 4th-6th, 2022 (pp. 703-703). IATED Academy.
  • Dean, B. (2022, 5 Ocak). Roblox user and growth stats 2022. https://backlinko.com/robloxusers#geographic-distribution-of-roblox-users.
  • Eysenbach, G., and Köhler, C. (2002). How do consumers search for and appraise health information on the world wide web? Qualitative study using focus groups, usability tests, and in-depth interviews. Bmj, 324 (7337), 573-577.
  • Fitria, T. N., and Simbolon, N. E. (2022). Possibility of metaverse in education: opportunity and threat. SOSMANIORA: Jurnal Ilmu Sosial dan Humaniora, 1 (3), 365-375.
  • Gao, Y., Lu, Y., and Zhu, X. (2022). Mateverse, the future materials science computation platform based on metaverse. The Journal of Physical Chemistry Letters, 14, 148-157.
  • Golafshani, N. (2003). Understanding reliability and validity in qualitative research. The qualitative report, 8 (4), 597-607.
  • Gülen, S. , Dönmez, İ., and İdin, Ş. (2022). STEM Education in metaverse environment: Challenges and opportunities. Journal of STEAM Education, 5 (2) , 100-103.
  • Hwang, G. J., and Chien, S. Y. (2022). Definition, roles, and potential research issues of the metaverse in education: An artificial intelligence perspective. Computers and Education: Artificial Intelligence, 100082.
  • Hwang, G. J., Chang, C. C., and Chien, S. Y. (2022). A motivational model‐based virtual reality approach to prompting learners' sense of presence, learning achievements, and higher‐order thinking in professional safety training. British Journal of Educational Technology.
  • Jeon, J. E. (2021). The effects of user experience-based design innovativeness on user-metaverse platform channel relationships in South Korea. Journal of Distribution Science, 19 (11), 81-90.
  • Kan, S., and Saka, A. Z., (2021). The comparison of problem based and project based learning methods in the teaching of physics. Croatian Journal of Education, 23 (3).
  • Kan, S., Saka, A. Z., and Batman D., (2019). Investigation of physics teachers’ opinions about physics curriculum. Canadian Journal of Physics, 97 (11): 1200-1205, https://doi.org/10.1139/cjp-2018-0735.
  • Kemp, J., and Livingstone, D. (2006). Putting a second life “Metaverse” skin on learning management systems. In proceedings of the second life education workshop at the second life community convention (Vol. 20). CA, San Francisco: The University of Paisley.
  • Kerdvibulvech, C. (2022, June). Exploring the impacts of COVID-19 on digital and metaverse games. In HCI International 2022 Posters: 24th International Conference on Human-Computer Interaction, HCII 2022, Virtual Event, June 26–July 1, 2022, Proceedings, Part III (pp. 561-565). Cham: Springer International Publishing.
  • Kumaş, A. (2022a). Fizik öğretiminde yaşanılan problemlerin fizik zümre toplantıları ve öğretmen görüşleri ile değerlendirilmesi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 23 (1), 1303-1348.
  • Kumaş, A. (2022b). Measurement-evaluation applications of context-based activities in hybrid learning environments. International Journal of Assessment Tools in Education, 9(Special Issue), 197-217.
  • Kye, B., Han, N., Kim, E., Park, Y., and Jo, S. (2021). Educational applications of metaverse: possibilities and limitations. Journal of Educational Evaluation for Health Professions, 18. Laeeq, K. (2022). Metaverse: why, how and what. How and what. Lee, L. H., Braud, T., Zhou, P., Wang, L., Xu, D., Lin, Z., ... and Hui, P. (2021). All one needs to know about metaverse: A complete survey on technological singularity, virtual ecosystem, and research agenda. arXiv preprint arXiv:2110.05352.
  • Li, S., Valcke, M., and Li, X. (2022). A lıterature revıew on open-world games to metaverse transıtıon from moral educatıon analysıng perspectıve. Edulearn22 Proceedings, 8234-8239.
  • Lin, H., Wan, S., Gan, W., Chen, J., and Chao, H. C. (2022). Metaverse in education: Vision, opportunities, and challenges. arXiv preprint arXiv:2211.14951.
  • Ljungholm, D. P. (2022). Metaverse-based 3D visual modeling, virtual reality training experiences, and wearable biological measuring devices in immersive workplaces. Psychosociological Issues in Human Resource Management, 10 (1), 64-77.
  • Lv, Z., Shang, W. L., and Guizani, M. (2022). Impact of digital twins and metaverse on cities: History, current situation, and application perspectives. Applied Sciences, 12 (24), 12820.
  • Marini, A., Nafisah, S., Sekaringtyas, T., Safitri, D., Lestari, I., Suntari, Y., ... and Iskandar, R. (2022). Mobile augmented reality learning media with metaverse to improve student learning outcomes in science class. International Journal of Interactive Mobile Technologies, 16 (7).
  • Metaverse Roadmap Summit. (2006). (n.d.). Elon University. https:// www. elon. edu/u/ imagi ning/ event-cover age/ Metaverse/
  • Mystakidis, S. (2022). Metaverse. Encyclopedia, 2 (1), 486-497.
  • Nalbant, K. G., and Uyanık, Ş. (2021). Computer vision in the metaverse. Journal of Metaverse, 1 (1), 9-12.
  • Ning, H., Wang, H., Lin, Y., Wang, W., Dhelim, S., Farha, F., ... and Daneshmand, M. (2023). A survey on the metaverse: The state-of-the-art, technologies, applications, and challenges. IEEE Internet of Things Journal. Odama, K. (2022). The Metaverse. The Texas Orator Blog Entries.
  • Özdemir, A., Vural, M., Süleymanoğulları, M., and Bayraktar, G. (2022). What do university students think about the metaverse?. Journal of Educational Technology and Online Learning, 5 (4), 952-962.
  • Park, S. M., and Kim, Y. G. (2022). A Metaverse: Taxonomy, components, applications, and open challenges. Ieee Access, 10, 4209-4251.
  • Rojas, E., Hülsmann, X., Estriegana, R., Rückert, F., and Garcia-Esteban, S. (2023). Students’ perception of metaverses for online learning in higher education: Hype or hope?. Electronics, 12 (8), 1867.
  • Sanders, W. L., and Horn, S. P. (1998). Research findings from the Tennessee Value-Added Assessment System (TVAAS) database: Implications for educational evaluation and research. Journal of personnel evaluation in education, 12, 247-256.
  • Sandrone, S. (2022). Medical education in the metaverse. Nature Medicine, 1-2.
  • Singh, J., Malhotra, M., and Sharma, N. (2022). Metaverse in education: An overview. Applying Metalytics to Measure Customer Experience in the Metaverse, 135-142.
  • Suh, W., and Ahn, S. (2022). Utilizing the metaverse for learner-centered constructivist education in the post-pandemic era: An analysis of elementary school students. Journal of Intelligence, 10 (1), 17.
  • Sun, Y. (2022, December). The construction and application of intelligent learning environment. In 2nd International Conference on Internet, Education and Information Technology (IEIT 2022) (pp. 269-278). Atlantis Press.
  • Taçgin, Z. (2022). Chapter VI Defınıng The metaverse. enhanced learning environments: Technology and Innovation, 173.
  • Tlili, A., Huang, R., Shehata, B., Liu, D., Zhao, J., Metwally, A. H. S., ... and Burgos, D. (2022). Is Metaverse in education a blessing or a curse: a combined content and bibliometric analysis. Smart Learning Environments, 9 (1), 1-31.
  • Türel, Y. K., Akgün, K., Aydın, M., and Yaratan, A. S. (2020). Examination of Technology Policies in Education of Far East Countries, Inonu University Journal of the Faculty of Education, 21 (1), 48-61.
  • Van Eck, N., and Waltman, L. (2010). Software survey: VOSviewer, a computer program for bibliometric mapping. scientometrics, 84 (2), 523-538.
  • Wang, M., Yu, H., Bell, Z., and Chu, X. (2022). Constructing an Edu-metaverse ecosystem: a new and innovative framework. IEEE Transactions on Learning Technologies, 15 (6), 685-696.
  • Wang, Y., Su, Z., Zhang, N., Xing, R., Liu, D., Luan, T. H., and Shen, X. (2022). A survey on metaverse: Fundamentals, security, and privacy. IEEE Communications Surveys & Tutorials.
  • Yang, Q., Zhao, Y., Huang, H., Xiong, Z., Kang, J., and Zheng, Z. (2022). Fusing blockchain and AI with metaverse: A survey. IEEE Open Journal of the Computer Society, 3, 122-136.
  • Yildirim, A. ve Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin.
  • Yin, R. K. (2009). Case study research: Design and methods (4th ed.). Thousand Oaks, CA: Sage.
  • Zhong, J., and Zheng, Y. (2022, July). Empowering future education: Learning in the Edu-Metaverse. In 2022 International Symposium on Educational Technology (ISET) (pp. 292-295). IEEE.
  • Zhou, Y., Xiao, X., Chen, G., Zhao, X., and Chen, J. (2022). Self-powered sensing technologies for human Metaverse interfacing. Joule, 6 (7), 1381-1389.
Toplam 53 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Araştırma Makalesi
Yazarlar

Sabri Kan 0000-0003-1016-1257

Ahmet Kumaş 0000-0002-2898-9477

Yayımlanma Tarihi 1 Mayıs 2024
Yayımlandığı Sayı Yıl 2024 Cilt: 53 Sayı: 242

Kaynak Göster

APA Kan, S., & Kumaş, A. (2024). Metaverse Destekli Fen Eğitimi. Milli Eğitim Dergisi, 53(242), 659-694. https://doi.org/10.37669/milliegitim.1242079
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