기업의 학습자들은 메타버스에서 무엇을 경험하는가?

초록

Objectives The purposes of this study was to explore how corporate learners perceive and experience the learning environment in the metaverse. Methods In this study, in-depth interviews were conducted with 17 employees from Company A who experienced an educational program in the metaverse. The data were analyzed through coding, categorization, and classification in three stages to investigate the experiences of learning through the metaverse. Results The learning experiences were categorized into six top-level categories: adaptation to the metaverse environment, utilization of avatars, interaction within the learning process, acquisition of knowledge, perception of presence, and outcomes of metaverse experiences. Each category was further subdivided into 14 subcategories. Conclusions Learners adapted to the metaverse without difficulty and attributed significant meaning to being the agents of action by moving and engaging with avatars within the learning process. Furthermore, they experienced a sense of presence through self-directed interactions. It is important to design learning content that considers the learning space and encourages learner-centered activities, rather than traditional classroom settings. Additionally, designing instructional environments that take into account the diverse interactive functionalities of the metaverse is necessary.

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