메타버스에서 공간의 의미에 대한 교육적 탐색: 메를로-퐁티의 『지각의 현상학』을 중심으로

초록

COVID-19 Pandemic served as an opportunity to introduce various online platforms for non-face-to-face learning into the educational field. Among them, the online platform that became the most hot topic in 2021 is learning through metaverse. Metaverse refers to a virtual space without time and space restrictions that provides a sense of reality similar to that of the real world. However, among the definitions of metaverse, it is understood that the meaning of the metaverse currently used in the educational field is usually the learner's agent, or avatar, experiences learning in a space called metaverse using its body. Therefore, the relationship between the learner and the avatar, the avatar and the virtual space, and the virtual space and the learner is a reciprocal relationship that directly affects the learning effect. This study explains the reality of metaverse learning on a philosophical basis of the concept of the body and perception, space, and relationship with the other of the phenomenologist Merleau-Ponty. In addition, we tried to find out the meaning of why metaverse increases learner immersion and motivation in metaverse's 'space' and to examine how avatar, learner, and space interact closely with each other. As a result, learners and avatars, learners and spatial concepts in the metaverse were schematically presented. Based on this, we also re-explore the essence of the online learning platform to be developed in the future by examining the limitations of metaverse's sense of reality. This suggests that in the future, the meaning and experience of learning space should be important for both learners and instructors in online learning design or new online platform design, and that learning space needs to be supplemented and supplemented by blended space design so that realistic experiences can coexist.

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