A Phenomenological Study of Teachers’ Roles and Learners’ Responses in Learner-Centered Classes Using Metaverse Technology

• 영문명: A Phenomenological Study of Teachers’ Roles and Learners’ Responses in Learner-Centered Classes Using Metaverse Technology
• 발행기관: 영상영어교육학회
• 저자명: Lim, Juyoung
• 간행물 정보: 『STEM Journal』24권 3호, 49~65쪽, 전체 17쪽
• 주제분류: 어문학 > 영어와문학
• 파일형태: PDF
• 발행일자: 2023.08.31

영문 초록

This paper examines learner-centered media English learning using metaverse-based facilitation through a phenomenological method, which is a type of qualitative research. A private university in Chungcheongbuk-do gave a Liberal Arts English class in Gather.town, one of the Metaverse platforms, and designed a learner-centered course through appropriate facilitation by the professor. This study conducted an in-depth analysis on the experience of students in this new classroom environment, the roles of professors, and the internal and external changes of students by using a phenomenological research method from Mustakas (1994). The results were as follows: first, students enjoyed and felt interested in the new learning; second, the professor played the role of a facilitator who promoted student participation and cooperation; third, the course made students internally motivated to learn actively; and fourth, students externally experienced learner-centered learning through interaction among themselves. Lastly, this study discussed the need for proper facilitation by the instructor for a metaverse-based English class. In conclusion, it was found that English classes using metaverse-based facilitation were interesting, enhancing collaboration, and motivating their learning. Therefore, learner-centered learning based on the metaverse will play a role and function in attracting students’ spontaneous participation, cooperation, and learning motivation when appropriate facilitation is provided.

목차

I. INTRODUCTION

II. LITERATURE REVIEW

III. RESEARCH METHODS

IV. RESULTS

V. CONCLUSION AND RECOMMENDATIONS

REFERENCES

키워드

metaverse Gather.town facilitation learner-centered learning phenomenology