Perceptions Of Teaching-Learning Force About Metaverse For Education: A Qualitative Study

Abstract

The post-pandemic world, emphasizing digital learning, has highlighted the importance of technological advancements in the classroom. It also showed that many online learning resources available to teachers and students are ineffective or too prone to error to be used consistently with students. The metaverse is a virtual 3D extension of the internet and an efficient online learning environment that encourages an in-depth understanding. It gives its users a lot of freedom in terms of real-time interaction. The metaverse is transforming education by promoting communication and supporting immersive learning. The metaverse is also projected to dramatically boost e-learning by making virtual learning environments more lifelike and learning more engaging and experiential. This study was designed to explore the perception of the teaching-learning force about metaverse as the future of education. Semi-structured interviews were conducted with public secondary and higher secondary school students and their teachers, M.Phil/Ph.D. scholars, and the faculty members of the departments of education at public sector universities through a purposeful sampling technique. The data analysis revealed that only the public secondary/ higher secondary school students were familiar with metaverse and its use for education. They believed that instruction would be beneficial if students should be taught in virtual classrooms. It is recommended that metaverse may be introduced at all the levels of the teaching-learning platforms, including schools, higher secondary schools, and education departments of universities. There is a need to fill the gap between the perception level of the teaching-learning force because it is expected that the use of the metaverse in education will reshape the entire scenario.