The Future of Education: A Multi-Layered Metaverse Classroom Model for Immersive and Inclusive Learning
Future Internet,
Journal Year:
2025,
Volume and Issue:
17(2), P. 63 - 63
Published: Feb. 4, 2025
Modern
education
faces
persistent
challenges,
including
disengagement,
inequitable
access
to
learning
resources,
and
the
lack
of
personalized
instruction,
particularly
in
virtual
environments.
In
this
perspective,
we
envision
a
transformative
Metaverse
classroom
model,
Multi-layered
Immersive
Learning
Environment
(Meta-MILE)
address
these
critical
issues.
The
Meta-MILE
framework
integrates
essential
components
such
as
immersive
infrastructure,
interactions,
social
collaboration,
advanced
assessment
techniques
enhance
student
engagement
inclusivity.
By
leveraging
three-dimensional
(3D)
environments,
artificial
intelligence
(AI)-driven
personalization,
gamified
pathways,
scenario-based
evaluations,
model
offers
tailored
experiences
that
traditional
classrooms
often
struggle
achieve.
Acknowledging
potential
challenges
accessibility,
infrastructure
demands,
data
security,
study
proposed
practical
strategies
ensure
equitable
safe
interactions
within
Metaverse.
Empirical
findings
from
our
pilot
experiment
demonstrated
framework’s
effectiveness
improving
skill
acquisition,
with
broader
implications
for
educational
policy
competency-based,
experiential
approaches.
Looking
ahead,
advocate
ongoing
research
validate
long-term
outcomes
technological
advancements
make
more
accessible
secure.
Our
perspective
underscores
shaping
inclusive,
future-ready
environments
capable
meeting
diverse
needs
learners
worldwide.
Language: Английский
The effect of Education 4.0 tools on 7th grade students’ learning outcomes and attitudes in the electrical circuits unit
Education and Information Technologies,
Journal Year:
2025,
Volume and Issue:
unknown
Published: Feb. 13, 2025
Abstract
Education
4.0
represents
a
visionary
approach
to
the
future
of
education,
aiming
enhance
teaching
and
learning
through
advanced
technologies.
The
aim
this
research
is
determine
student
attitudes
toward
use
tools
in
7th-grade
Science
course
Electrical
Circuits
unit.
To
achieve
this,
an
attitude
test
was
developed
evaluate
integration
into
curriculum,
were
assessed
using
test.
A
"quasi-experimental
design
with
pre-test
post-test
control
group,"
one
quantitative
methods,
used
study.
involved
41
seventh-grade
students
from
public
secondary
schools
Turkey,
21
experimental
group
20
group.
"Attitude
Scale
Use
Tools
Teaching,"
by
researchers,
as
data
collection
instrument.
phase
lasted
four
weeks
(16
lesson
hours),
during
which
engaged
activities
involving
tools,
while
followed
curriculum-prescribed
activities.
t-test
results
collected
revealed
statistically
significant
difference
between
scores
groups,
showing
more
favorable
outcomes.
findings
reveal
that
exhibit
positive
science
education.
These
suggest
education
enhances
students’
understanding
abstract
electrical
concepts
such
electric
current,
potential
difference,
resistance,
Ohm’s
Law,
improves
knowledge
retention,
transforms
process
interactive
discovery-oriented
experience.
Furthermore,
have
contributed
improvement
outcomes
promoting
engagement
make
processes
efficient
improving
ability
technology
effectively.
Language: Английский