Преузмите комплетан рад/Download

Аутор: Вељко В. Алексић

ДОИ: 10.5937/ZRPFU2325167A

УДК: 371.68/.69

 

ПЕДАГОШКA ПЕРСПЕКТИВA СОЦИЈАЛНОГ УЧЕЊА У МЕТАВЕРЗУМУ  НА ПРИМЕРУ ПРОГРАМИРАЊА РАЧУНАРСКЕ ГРАФИКЕ

Апстракт: Потенцијали коришћења метаверзума као савременог дигиталног образовног окружења  у виду платформе за социјално учење представљају актуелан педагошки изазов. Имајући у виду да социјално учење представља моћно средство за стицање нових знања и вештина, валидно је посматрати га као ефикасну допуну за промовисање учења и раз­воја у различитим контекстима. С обзиром на то да су емпиријски докази о социјалном учењу у метаверзуму веома ограничени, истраживањем се настојао испитати утицај активности студената у овом дигиталном окру­жењу, како на њихову перцепцију платформе за учење, тако и на остваре­ност исхода учења. У истраживању је учествовало укупно 87 студената Факултета техничких наука у Чачку, који су били равномерно подељени на контролну и експерименталну групу. Резултати анализе показују да је педа­гошка компонента представљала значајан фактор у намери студената да користе метаверзум, док технологија није. Истраживање је, такође, показало да су студенти који су учествовали у онлајн активностима остварили зна­чајно боље резултате у одређеним областима програмирања рачунарске графике. Истраживање наглашава потребу за даљим дубљим разумевањем сложеног социјалног учења и адаптацију педагогије учења у метаверзуму, те нарочито карактеристика које би подржале колективну интелигенцију.

Кључне речи: метаверзум, социјално учење, образовна технологија, рачунарска графика.

 

Veljko V. Aleksić

University of Kragujevac, Faculty of Technical Sciences, Čačak

PEDAGOGICAL PERSPECTIVE OF SOCIAL LEARNING IN THE METAVERSE: A CASE STUDY OF COMPUTER GRAPHICS PROGRAMMING

Summary: The potential of using the metaverse as a contemporary digital educational environment for social learning presents a current pedagogical challenge. Considering that social learning presents a powerful model for acquiring new knowledge and skills, it is valid to observe it as an effective complement topromoting learning and development in various contexts. Given the limited empirical evidence on social learning effects in the metaverse environment, this study aimed to examine the impact of students’ activities in this digital environment on their perception of the learning platform and learning outcomes. The results indicate that the pedagogical component played a significant role in students’ intention to use the metaverse, but that technology did not. The study also revealed that students who participated in online activities achieved significantly better results in specific areas of computer graphics programming. The research emphasizes the need for deepening the understanding of complex social learning and adapting pedagogy for learning in the metaverse, especially the characteristics that would support collective intelligence.

Keywords: metaverse, social learning, educational technology, computer graphics.

Литература:

Akcaoglu, M. & Lee, E. (2018). Using Facebook groups to support social presence in online learning. Distance Education, 39(3), 334–352. DOI 10.1080/01587919.2018.1476842

Алексић, В. и Ристић, О. (2021). Идентификација искуства тока у гејмификованом окружењу. Зборник радова Педагошког факултета, Ужице, 24(23), 167–176. DOI 10.5937/ZRPFU2123167A

Arpaci, I. & Bahari, M. (2023). Investigating the role of psychological needs in predicting the educational sustainability of Metaverse using a deep learning-based hybrid SEM-ANN technique. Interactive Learning Environments, 1–13. DOI 10.1080/10494820.2022.2164313

Banaeian Far, S., Imani Rad, A., Hosseini Bamakan, S. M. & Rajabzadeh Asaar, M. (2023). Toward Metaverse of everything: Opportunities, challenges, and future directions of the next generation of visual/virtual communications. Journal of Network and Computer Applications, 217, 103675. DOI 10.1016/j.jnca.
2023.103675

Bandura, A. & Walters, R. H. (1977). Social learning theory (Vol. 1). Prentice Hall: Englewood cliffs.

Bos, D., Miller, S. & Bull, E. (2021). Using virtual reality (VR) for teaching and learning in geography: fieldwork, analytical skills, and employability. Journal of Geography in Higher Education, 46(3), 479–488. DOI 10.1080/03098265.2021.1901867

Buana, W. (2023). Metaverse: Threat or Opportunity for Our Social World? In understanding Metaverse on sociological context. Journal of Metaverse, 3(1), 28–33. DOI 10.57019/jmv.1144470

Van Aalst, J. (2013). Assessment in Collaborative Learning. The International Handbook of Collaborative Learning, 280–296.

Vuorikari, R., Kluzer, S. & Punie, Y. (2022). DigComp 2.2: The Digital Competence Framework for Citizens – With new examples of knowledge, skills and attitudes, EUR 31006 EN, Publications Office of the European Union, Luxembourg. DOI 10.2760/490274, JRC128415

Glassman, M., Kuznetcova, I., Peri, J. & Kim, Y. (2021). Cohesion, collaboration and the struggle of creating online learning communities: Development and validation of an online collective efficacy scale. Computers and Education Open, 2, 100031. DOI 10.1016/j.caeo.2021.100031

Dang, J. & Liu, L. (2022). Does Connectedness Need Satisfaction Diminish or Promote Social Goal Striving?. Personality and Social Psychology Bulletin, 49(6), 891–909. DOI 10.1177/01461672221084539

De Regt, A., Plangger, K. & Barnes, J. (2021). Virtual reality marketing and customer advocacy: Transforming experiences from story-telling to story-doing. Journal of Business Research, 136, 513–522. DOI 10.1016/j.jbusres.2021.08.004

Dwivedi, K., Hughes, L., Baabdullah, M., Ribeiro-Navarrete, S., Giannakis, M.,                   Al-Debei, M. & Wamba, F. (2022). Metaverse beyond the hype: Multidisciplinary perspectives on emerging challenges, opportunities, and agenda for research, practice and policy. International Journal of Information Management, 66, 102542. DOI 10.1016/j.ijinfomgt.2022.102542

Lévy, P. (1997). Collective intelligence: Mankind’s emerging world in cyberspace. Perseus books.

Liu, J., Wang, Q., Liang, S. & Zhang, Z. (2019). Design of Virtual Reality Combined with Blended Experimental Teaching Mode. Proceedings of the 2019 International Conference on Advanced Education Research and Modern Teaching (AERMT 2019), 126–129. DOI 10.2991/aermt-19.2019.31

Massey, C., Smithey, M., Cha, H.-J. & Kim, H. (2023). Exploring Faculty Experiences With Technology-Supported Collaboration in College Classrooms. Advances in Educational Technologies and Instructional Design, 132–160. DOI 10.4018/978-1-6684-5709-2.ch007

Mochizuki, J., Magnuszewski, P., Pajak, M., Krolikowska, K., Jarzabek, L. & Kulakowska, M. (2021). Simulation games as a catalyst for social learning: The case of the water-food-energy nexus game. Global Environmental Change, 66, 102204. DOI 10.1016/j.gloenvcha.2020.102204

Mystakidis, S. (2022). Metaverse. Encyclopedia, 2(1), 486–497. DOI 10.3390/encyclopedia2010031

Ng, K. (2022). What is the metaverse? Definitions, technologies and the community of inquiry. Australasian Journal of Educational Technology, 38(4), 190–205. DOI 10.14742/ajet.7945

Oh, J., Kim, J., Chang, C., Park, N. & Lee, S. (2023). Social benefits of living in the metaverse: The relationships among social presence, supportive interaction, social self-efficacy, and feelings of loneliness. Computers in Human Behavior, 139, 107498. DOI 10.1016/j.chb.2022.107498

Sarıtaş, M. T. & Topraklıkoğlu, K. (2022). Systematic Literature Review on the Use of Metaverse in Education. International Journal of Technology in Education, 5(4), 586–607. DOI 10.46328/ijte.319

Sjogren, A. L., Zumbrunn, S., Broda, M., Bae, C. L. & Deutsch, N. L. (2021). Understanding afterschool engagement: Investigating developmental outcomes for adolescents. American Journal of Community Psychology, 69(1–2), 169–182. Portico. DOI 10.1002/ajcp.12554

Farrell, C. (2020). Do international marketing simulations provide an authentic assessment of learning? A student perspective. The International Journal of Management Education, 18(1), 100362. DOI 10.1016/j.ijme.2020.100362

Fitzgerald, K. & Green, C. (2022). Stories for Good: Transportation into Narrative Worlds. The Oxford Handbook of the Positive Humanities, 221–232. DOI 10.1093/oxfordhb/9780190064570.013.30

Hamby, A., Brinberg, D. & Daniloski, K. (2017). Reflecting on the journey: Mechanisms in narrative persuasion. Journal of Consumer Psychology, 27(1), 11–22. DOI 10.1016/j.jcps.2016.06.005

Hwang, G.-J. & Chien, S.-Y. (2022). Definition, roles, and potential research issues of the metaverse in education: An artificial intelligence perspective. Computers and Education: Artificial Intelligence, 3, 100082. DOI 10.1016/j.caeai.2022.100082

Chen, A., Hwang, J. & Chang, Y. (2019). A reflective thinking – promoting approach to enhancing graduate students’ flipped learning engagement, participation behaviors, reflective thinking and project learning outcomes. British Journal of Educational Technology, 50(5), 2288–2307. DOI 10.1111/bjet.12823

Chen, T., Zhou, H., Yang, H. & Liu, S. (2022). A Review of Research on Metaverse Defining Taxonomy and Adaptive Architecture. 2022 5th International Conference on Pattern Recognition and Artificial Intelligence (PRAI). DOI 10.1109/prai55851.2022.9904076

Wang, G. & Shin, C. (2022). Influencing Factors of Usage Intention of Metaverse Education Application Platform: Empirical Evidence Based on PPM and TAM Models. Sustainability, 14(24), 17037. DOI 10.3390/su142417037

Wong, Y., Wong, C., Techanamurthy, U., Mohamad, B., Febriana, A. & Chong, M. (2022). Using Social Mobile Learning to Stimulate Idea Generation for Collective Intelligence among Higher Education Students. Knowledge Management & E-Learning, 14(2), 150–169. DOI 10.34105/j.kmel.2022.14.009