Desenvolvimento de Habilidades Metacognitivas através de Ambientes Imersivos e Gamificação no Metaverso para a Educação Onlife
Resumo
Este trabalho investiga o potencial transformador dos Metaversos e da gamificação na educação, utilizando plataformas como Unity e Spatial.io para criar ambientes imersivos que facilitam o desenvolvimento de habilidades metacognitivas em estudantes. Ao integrar tecnologias avançadas, como mundos espelho, gêmeos digitais e avatares, em atividades educacionais gamificadas, proporcionamos uma aprendizagem mais envolvente, interativa e personalizada. Ao explorar como os ambientes virtuais podem servir como cenários dinâmicos para a prática e aquisição de habilidades metacognitivas, este artigo propõe uma abordagem educacional inovadora que responde às necessidades da sociedade digital contemporânea.
Palavras-chave:
Metaverso, realidade virtual, ambiente imersivo, educação, jogos sérios
Referências
Al Farsi, G., Yusof, A. b. M., Tawafak, R., Iqbal, S. M., Alsideiri, A., Mathew, R., & AlSinani, M. (2022). The general view of virtual reality technology in the education sector. In International Joint Conference on Advances in Computational Intelligence, 295–303. Springer.
Aldrich, C. (2009). The Complete Guide to Simulations and Serious Games: How the Most Valuable Content Will be Created in the Age Beyond Gutenberg to Google. Pfeiffer & Company.
Benjy, M., & Thomas, J. (2022). Adoption of virtual reality technology in higher education: An evaluation of five teaching semesters in a purpose-designed laboratory. Education and Information Technologies, 27(1), 1287–1305.
Bibri, S. E., & Allam, Z. (2022). The metaverse as a virtual form of data-driven smart urbanism: On post-pandemic governance through the prism of the logic of surveillance capitalism. MDPI: Smart Cities, 5(4), 715–727.
Bibri, S. E., Allam, Z., & Krogstie, J. (2022). The metaverse as a virtual form of data-driven smart urbanism: Platformization and its underlying processes, institutional dimensions, and disruptive impacts. Computational Urban Science, 2(1), 24.
Campos, E., Hidrogo, I., & Zavala, G. (2022). Impact of virtual reality use on the teaching and learning of vectors. In Frontiers in Education, 7, 702. Frontiers.
Cheng, J.-Y., Gheisari, M., & Jeelani, I. (2023). Using 360-degree virtual reality technology for training construction workers about safety challenges of drones. Journal of Computing in Civil Engineering, 37(4), 04023018.
Choi, H.-S., & Kim, S.-H. (2017). A content service deployment plan for metaverse museum exhibitions—centering on the combination of beacons and HMDs. International Journal of Information Management, 37, 1519–1527.
De Sales, A. B., & e Silva, M. S. (2020). Jogos sérios no processo de ensino e aprendizagem de interação humano-computador. In Anais do XXXI Simpósio Brasileiro de Informática na Educação, 552–561, Porto Alegre, RS, Brasil. SBC.
Desmet, P. (2003). Measuring emotion: Development and application of an instrument to measure emotional responses to products. In Funology: From usability to enjoyment, 111–123. Springer
Dwivedi, Y. K., Hughes, L., Baabdullah, A. M., Ribeiro-Navarrete, S., Giannakis, M., Al-Debei, M. M., Dennehy, D., Metri, B., Buhalis, D., Cheung, C. M., et al. (2022). Metaverse beyond the hype: Multidisciplinary perspectives on emerging challenges, opportunities, and agenda for research, practice and policy. International Journal of Information Management, 66, 102542.
Elmqaddem, N. (2019). Augmented reality and virtual reality in education. Myth or reality? International Journal of Emerging Technologies in Learning, 14(3).
Felice, M. D., & Schlemmer, E. (2022). As ecologias dos metaversos e formas comunicativas do habitar, uma oportunidade para repensar a educação. Revista e-Curriculum, 20(4), 1799–1825.
Floridi, L. (2015). The Onlife Manifesto: Being Human in a Hyperconnected Era. Springer Nature.
González Arratia López Fuentes, N. I., & Valdez Medina, J. L. (2015). Validez de las escalas de afecto positivo y negativo (PANAS) en niños. Liberabit, 21(1), 37–47.
Gülen, S., Dönmez, İ., & Şahin, İ. (2022). STEM education in metaverse environment: Challenges and opportunities. Journal of STEAM Education, 5(2), 100–103.
Hamilton, D., McKechnie, J., Edgerton, E., e Wilson, C. (2021). Immersive virtual reality as a pedagogical tool in education: a systematic literature review of quantitative learning outcomes and experimental design. Journal of Computers in Education, 8(1):1–32.
Han, D., Bergs, Y., e Moorhouse, N. (2022). Virtual reality consumer experience escapes: Preparing for the metaverse. Virtual Reality, in press:1443–1458.
Hedrick, E., Harper, M., Oliver, E., e Hatch, D. (2022). Teaching & learning in virtual reality: Metaverse classroom exploration. In 2022 Intermountain Engineering, Technology and Computing (IETC), pages 1–5. IEEE.
Kaddoura, S. e Al Husseiny, F. (2023). The rising trend of metaverse in education: Challenges, opportunities, and ethical considerations. PeerJ Computer Science, 9:e1252.
Kang, H., Yang, J., Ko, B.-S., Kim, B.-S., Song, O.-Y., e Choi, S.-M. (2023). Integrated augmented and virtual reality technologies for realistic fire drill training. IEEE computer graphics and applications.
Kasperiuniene, J. e Faiella, F. (2023). Bibliometric analysis of virtual reality in school and university contexts. In World Conference on Qualitative Research, pages 72–92. Springer.
Khalil, A., Haqdad, A., e Sultana, N. (2023). Educational metaverse for teaching and learning in higher education of pakistan. Journal of Positive School Psychology, pages 1183–1198.
Kuang, Y., Yang, S., e Jiang, J. (2022). The research on the challenges confronted by the combination of virtual reality technology and educational games. In International Conference on Computer Science and Education, pages 29–41. Springer.
Kyaw, B. M., Saxena, N., Posadzki, P., Vseteckova, J., Nikolaou, C. K., George, P. P., Divakar, U., Masiello, I., Kononowicz, A. A., Zary, N., et al. (2019). Virtual reality for health professions education: systematic review and meta-analysis by the digital health education collaboration. Journal of medical Internet research, 21(1):e12959.
Kye, B., Han, N., Kim, E., Park, Y., e Jo, S. (2021). Educational applications of metaverse: possibilities and limitations. Journal of educational evaluation for health professions, 18.
Lee, H. J. e Hwang, Y. (2022). Technology-enhanced education through vr-making and metaverse-linking to foster teacher readiness and sustainable learning. Sustainability, 14(11):4786.
Lévy, P. (2010). Cibercultura. Editora 34.
Lewis, J. R. (2018). Measuring perceived usability: The csuq, sus, and umux. International Journal of Human–Computer Interaction, 34(12):1148–1156.
Li, Y., Wei, W., e Xu, J. (2022). The exploration on ethical problems of educational metaverse. In Metaverse–METAVERSE 2022: 18th International Conference, Held as Part of the Services Conference Federation, SCF 2022, Honolulu, HI, USA, December 10–14, 2022, Proceedings, pages 29–38. Springer.
Lu, J., Dawod, A. Y., e Ying, F. (2023). From traditional to digital: The impact of drones and virtual reality technologies on educational models in the post-epidemic era. Sustainable Engineering and Innovation, 5(2):261–280.
Magsamen-Conrad, K., Verhoff, C. B., e Dillon, J. M. (2022). Technology acceptance models. The International Encyclopedia of Health Communication, pages 1–8.
Makransky, G. e Mayer, R. E. (2022). Benefits of taking a virtual field trip in immersive virtual reality: Evidence for the immersion principle in multimedia learning. Educational Psychology Review, 34(3):1771–1798.
Makransky, G. e Petersen, G. B. (2021). The cognitive affective model of immersive learning (camil): A theoretical research-based model of learning in immersive virtual reality. Educational Psychology Review, 33(3):937–958.
Miranda, M., Nascimento, M., Oliveira, G., Pereira, J., e Ishitani, L. (2023). Avaliação de conhecimento em jogos sérios: Uma revisão sistemática de literatura. In Anais Estendidos do XXII Simpósio Brasileiro de Jogos e Entretenimento Digital, pages 513–525, Porto Alegre, RS, Brasil. SBC.
Mitra, S. (2023). Metaverse: A potential virtual-physical ecosystem for innovative blended education and training. Journal of Metaverse, 3(1):66–72.
Nemoto, T. e Beglar, D. (2014). Likert-scale questionnaires. In JALT 2013 conference proceedings, pages 1–8.
Ning, H., Wang, H., Lin, Y., Wang, W., Dhelim, S., Farha, F., Ding, J., e Daneshmand, M. (2023). A survey on the metaverse: The state-of-the-art, technologies, applications, and challenges. IEEE Internet of Things Journal.
Park, S. e Kim, S. (2022). Identifying world types to deliver gameful experiences for sustainable learning in the metaverse. Sustainability, 14(4):1361.
Petrakou, A. (2010). Interacting through avatars: Virtual worlds as a context for online education. Computers & Education, 54:1020–1027.
Phang, F. A., Pusppanathan, J., Nawi, N. D., Zulkifli, N. A., Zulkapri, I., Harun, F. K. C., Khang, A. W. Y., Alsayaydeh, J. A. J., e Sek, T. K. (2021). Integrating drone technology in service learning for engineering students. International Journal of Emerging Technologies in Learning, 16(15):78–90.
Pimentel, D., Fauville, G., Frazier, K., McGivney, E., Rosas, S., e Woolsey, E. (2022). An introduction to learning in the metaverse. [link]. Acessado em: 2023-05-30.
Rauschenberger, M., Schrepp, M., Pérez Cota, M., Olschner, S., e Thomaschewski, J. (2013). Efficient measurement of the user experience of interactive products. how to use the user experience questionnaire (ueq). International Journal of Interactive Multimedia and Artificial Intelligence.
Resnick, M. (1998). Technologies for lifelong kindergarten. Educational technology research and development, 46(4):43–55.
Resnick, M. (2017). Lifelong kindergarten: Cultivating creativity through projects, passion, peers, and play. MIT press.
Rojas-Sánchez, M. A., Palos-Sánchez, P. R., e Folgado-Fernández, J. A. (2023). Systematic literature review and bibliometric analysis on virtual reality and education. Education and Information Technologies, 28(1):155–192.
Sá, M. J. e Serpa, S. (2023). Metaverse as a learning environment: Some considerations. Sustainability, 15(3):2186.
Sachs, J. D., Schmidt-Traub, G., Mazzucato, M., Messner, D., Nakicenovic, N., e Rockstrom, J. (2019). Six transformations to achieve the sustainable development goals. Nature sustainability, 2(9):805–814.
Saritas, M. T. e Topraklikoglu, K. (2022). Systematic literature review on the use of metaverse in education. International Journal of Technology in Education, 5(4):586–607.
Savelyeva, T. e Park, J. (2022). Blockchain technology for sustainable education. British Journal of Educational Technology, 53(6):1591–1604.
Schrepp, M., Thomaschewski, J., e Hinderks, A. (2017). Construction of a benchmark for the user experience questionnaire (ueq). International Journal of Interactive Multimedia and Artificial Intelligence.
Singh, J., Malhotra, M., e Sharma, N. (2022). Metaverse in education: An overview. Applying Metalytics to Measure Customer Experience in the Metaverse, pages 135–142.
Smith, C. H., Molka-Danielsen, J., Rasool, J., Webb-Benjamin, J.-B., e UK, K. L. (2023). The world as an interface: Exploring the ethical challenges of the emerging metaverse. In Proceeding of the Hawaii International Conference System Sciences, Maui, HI, pages 6045–6054.
Talan, T. e Kalinkara, Y. (2022). Students opinions about the educational use of the metaverse. International Journal of Technology in Education and Science (IJTES), 6(2):333–346.
Tlili, A., Huang, R., Shehata, B., Liu, D., Zhao, J., Metwally, A. S., Wang, H., Denden, M., Bozkurt, A., Lee, L.-S., Beyoglu, M., Altinay, F., Sharma, R. C., Altinay, Z., Li, Z., Liu, J., Ahmad, F., Hu, Y., Salha, S., Abed, M., e Burgos, D. (2022). Is metaverse in education a blessing or a curse: a combined content and bibliometric analysis? Smart Learning Environments, 9(1):1–31.
Ullah, M., Amin, S. U., Munsif, M., Yamin, M. M., Safaev, U., Khan, H., Khan, S., e Ullah, H. (2022). Serious games in science education: a systematic literature. Virtual Reality & Intelligent Hardware, 4(3):189–209.
Wu, J. e Gao, G. (2022). Edu-metaverse: Internet education form with fusion of virtual and reality. In Proceedings of the 2022 8th International Conference on Humanities and Social Science Research (ICHSSR 2022), pages 1082–1085, Chongqing, China.
Yang, R., Li, L., Gan, W., Chen, Z., e Qi, Z. (2023). The human-centric metaverse: A survey. In Companion Proceedings of the ACM Web Conference 2023, pages 1296–1306.
Yue, K. (2022). Breaking down the barrier between teachers and students by using metaverse technology in education: based on a survey and analysis of shenzhen city, china. In 2022 13th International Conference on E-Education, E-Business, E-Management, and E-Learning (IC4E), pages 40–44.
Zadorozhniuk, R. (2023). Uav data collection parameters impact on accuracy of scots pine stand mensuration. Scientific Journal Ukrainian Journal of Forest & Wood Science, 14(1).
Zhang, X., Chen, Y., Hu, L., e Wang, Y. (2022). The metaverse in education: Definition, framework, features, potential applications, challenges, and future research topics. Frontiers in Psychology, 13.
Zhang, X., Yao, L., Wang, X., Monaghan, J., Mcalpine, D., e Zhang, Y. (2019). A survey on deep learning based brain computer interface: Recent advances and new frontiers. arXiv preprint arXiv:1905.04149, 66.
Zhong, J. e Zheng, Y. (2022). Empowering future education: Learning in the edu-metaverse. In 2022 International Symposium on Educational Technology (ISET), pages 292–295. IEEE.
Aldrich, C. (2009). The Complete Guide to Simulations and Serious Games: How the Most Valuable Content Will be Created in the Age Beyond Gutenberg to Google. Pfeiffer & Company.
Benjy, M., & Thomas, J. (2022). Adoption of virtual reality technology in higher education: An evaluation of five teaching semesters in a purpose-designed laboratory. Education and Information Technologies, 27(1), 1287–1305.
Bibri, S. E., & Allam, Z. (2022). The metaverse as a virtual form of data-driven smart urbanism: On post-pandemic governance through the prism of the logic of surveillance capitalism. MDPI: Smart Cities, 5(4), 715–727.
Bibri, S. E., Allam, Z., & Krogstie, J. (2022). The metaverse as a virtual form of data-driven smart urbanism: Platformization and its underlying processes, institutional dimensions, and disruptive impacts. Computational Urban Science, 2(1), 24.
Campos, E., Hidrogo, I., & Zavala, G. (2022). Impact of virtual reality use on the teaching and learning of vectors. In Frontiers in Education, 7, 702. Frontiers.
Cheng, J.-Y., Gheisari, M., & Jeelani, I. (2023). Using 360-degree virtual reality technology for training construction workers about safety challenges of drones. Journal of Computing in Civil Engineering, 37(4), 04023018.
Choi, H.-S., & Kim, S.-H. (2017). A content service deployment plan for metaverse museum exhibitions—centering on the combination of beacons and HMDs. International Journal of Information Management, 37, 1519–1527.
De Sales, A. B., & e Silva, M. S. (2020). Jogos sérios no processo de ensino e aprendizagem de interação humano-computador. In Anais do XXXI Simpósio Brasileiro de Informática na Educação, 552–561, Porto Alegre, RS, Brasil. SBC.
Desmet, P. (2003). Measuring emotion: Development and application of an instrument to measure emotional responses to products. In Funology: From usability to enjoyment, 111–123. Springer
Dwivedi, Y. K., Hughes, L., Baabdullah, A. M., Ribeiro-Navarrete, S., Giannakis, M., Al-Debei, M. M., Dennehy, D., Metri, B., Buhalis, D., Cheung, C. M., et al. (2022). Metaverse beyond the hype: Multidisciplinary perspectives on emerging challenges, opportunities, and agenda for research, practice and policy. International Journal of Information Management, 66, 102542.
Elmqaddem, N. (2019). Augmented reality and virtual reality in education. Myth or reality? International Journal of Emerging Technologies in Learning, 14(3).
Felice, M. D., & Schlemmer, E. (2022). As ecologias dos metaversos e formas comunicativas do habitar, uma oportunidade para repensar a educação. Revista e-Curriculum, 20(4), 1799–1825.
Floridi, L. (2015). The Onlife Manifesto: Being Human in a Hyperconnected Era. Springer Nature.
González Arratia López Fuentes, N. I., & Valdez Medina, J. L. (2015). Validez de las escalas de afecto positivo y negativo (PANAS) en niños. Liberabit, 21(1), 37–47.
Gülen, S., Dönmez, İ., & Şahin, İ. (2022). STEM education in metaverse environment: Challenges and opportunities. Journal of STEAM Education, 5(2), 100–103.
Hamilton, D., McKechnie, J., Edgerton, E., e Wilson, C. (2021). Immersive virtual reality as a pedagogical tool in education: a systematic literature review of quantitative learning outcomes and experimental design. Journal of Computers in Education, 8(1):1–32.
Han, D., Bergs, Y., e Moorhouse, N. (2022). Virtual reality consumer experience escapes: Preparing for the metaverse. Virtual Reality, in press:1443–1458.
Hedrick, E., Harper, M., Oliver, E., e Hatch, D. (2022). Teaching & learning in virtual reality: Metaverse classroom exploration. In 2022 Intermountain Engineering, Technology and Computing (IETC), pages 1–5. IEEE.
Kaddoura, S. e Al Husseiny, F. (2023). The rising trend of metaverse in education: Challenges, opportunities, and ethical considerations. PeerJ Computer Science, 9:e1252.
Kang, H., Yang, J., Ko, B.-S., Kim, B.-S., Song, O.-Y., e Choi, S.-M. (2023). Integrated augmented and virtual reality technologies for realistic fire drill training. IEEE computer graphics and applications.
Kasperiuniene, J. e Faiella, F. (2023). Bibliometric analysis of virtual reality in school and university contexts. In World Conference on Qualitative Research, pages 72–92. Springer.
Khalil, A., Haqdad, A., e Sultana, N. (2023). Educational metaverse for teaching and learning in higher education of pakistan. Journal of Positive School Psychology, pages 1183–1198.
Kuang, Y., Yang, S., e Jiang, J. (2022). The research on the challenges confronted by the combination of virtual reality technology and educational games. In International Conference on Computer Science and Education, pages 29–41. Springer.
Kyaw, B. M., Saxena, N., Posadzki, P., Vseteckova, J., Nikolaou, C. K., George, P. P., Divakar, U., Masiello, I., Kononowicz, A. A., Zary, N., et al. (2019). Virtual reality for health professions education: systematic review and meta-analysis by the digital health education collaboration. Journal of medical Internet research, 21(1):e12959.
Kye, B., Han, N., Kim, E., Park, Y., e Jo, S. (2021). Educational applications of metaverse: possibilities and limitations. Journal of educational evaluation for health professions, 18.
Lee, H. J. e Hwang, Y. (2022). Technology-enhanced education through vr-making and metaverse-linking to foster teacher readiness and sustainable learning. Sustainability, 14(11):4786.
Lévy, P. (2010). Cibercultura. Editora 34.
Lewis, J. R. (2018). Measuring perceived usability: The csuq, sus, and umux. International Journal of Human–Computer Interaction, 34(12):1148–1156.
Li, Y., Wei, W., e Xu, J. (2022). The exploration on ethical problems of educational metaverse. In Metaverse–METAVERSE 2022: 18th International Conference, Held as Part of the Services Conference Federation, SCF 2022, Honolulu, HI, USA, December 10–14, 2022, Proceedings, pages 29–38. Springer.
Lu, J., Dawod, A. Y., e Ying, F. (2023). From traditional to digital: The impact of drones and virtual reality technologies on educational models in the post-epidemic era. Sustainable Engineering and Innovation, 5(2):261–280.
Magsamen-Conrad, K., Verhoff, C. B., e Dillon, J. M. (2022). Technology acceptance models. The International Encyclopedia of Health Communication, pages 1–8.
Makransky, G. e Mayer, R. E. (2022). Benefits of taking a virtual field trip in immersive virtual reality: Evidence for the immersion principle in multimedia learning. Educational Psychology Review, 34(3):1771–1798.
Makransky, G. e Petersen, G. B. (2021). The cognitive affective model of immersive learning (camil): A theoretical research-based model of learning in immersive virtual reality. Educational Psychology Review, 33(3):937–958.
Miranda, M., Nascimento, M., Oliveira, G., Pereira, J., e Ishitani, L. (2023). Avaliação de conhecimento em jogos sérios: Uma revisão sistemática de literatura. In Anais Estendidos do XXII Simpósio Brasileiro de Jogos e Entretenimento Digital, pages 513–525, Porto Alegre, RS, Brasil. SBC.
Mitra, S. (2023). Metaverse: A potential virtual-physical ecosystem for innovative blended education and training. Journal of Metaverse, 3(1):66–72.
Nemoto, T. e Beglar, D. (2014). Likert-scale questionnaires. In JALT 2013 conference proceedings, pages 1–8.
Ning, H., Wang, H., Lin, Y., Wang, W., Dhelim, S., Farha, F., Ding, J., e Daneshmand, M. (2023). A survey on the metaverse: The state-of-the-art, technologies, applications, and challenges. IEEE Internet of Things Journal.
Park, S. e Kim, S. (2022). Identifying world types to deliver gameful experiences for sustainable learning in the metaverse. Sustainability, 14(4):1361.
Petrakou, A. (2010). Interacting through avatars: Virtual worlds as a context for online education. Computers & Education, 54:1020–1027.
Phang, F. A., Pusppanathan, J., Nawi, N. D., Zulkifli, N. A., Zulkapri, I., Harun, F. K. C., Khang, A. W. Y., Alsayaydeh, J. A. J., e Sek, T. K. (2021). Integrating drone technology in service learning for engineering students. International Journal of Emerging Technologies in Learning, 16(15):78–90.
Pimentel, D., Fauville, G., Frazier, K., McGivney, E., Rosas, S., e Woolsey, E. (2022). An introduction to learning in the metaverse. [link]. Acessado em: 2023-05-30.
Rauschenberger, M., Schrepp, M., Pérez Cota, M., Olschner, S., e Thomaschewski, J. (2013). Efficient measurement of the user experience of interactive products. how to use the user experience questionnaire (ueq). International Journal of Interactive Multimedia and Artificial Intelligence.
Resnick, M. (1998). Technologies for lifelong kindergarten. Educational technology research and development, 46(4):43–55.
Resnick, M. (2017). Lifelong kindergarten: Cultivating creativity through projects, passion, peers, and play. MIT press.
Rojas-Sánchez, M. A., Palos-Sánchez, P. R., e Folgado-Fernández, J. A. (2023). Systematic literature review and bibliometric analysis on virtual reality and education. Education and Information Technologies, 28(1):155–192.
Sá, M. J. e Serpa, S. (2023). Metaverse as a learning environment: Some considerations. Sustainability, 15(3):2186.
Sachs, J. D., Schmidt-Traub, G., Mazzucato, M., Messner, D., Nakicenovic, N., e Rockstrom, J. (2019). Six transformations to achieve the sustainable development goals. Nature sustainability, 2(9):805–814.
Saritas, M. T. e Topraklikoglu, K. (2022). Systematic literature review on the use of metaverse in education. International Journal of Technology in Education, 5(4):586–607.
Savelyeva, T. e Park, J. (2022). Blockchain technology for sustainable education. British Journal of Educational Technology, 53(6):1591–1604.
Schrepp, M., Thomaschewski, J., e Hinderks, A. (2017). Construction of a benchmark for the user experience questionnaire (ueq). International Journal of Interactive Multimedia and Artificial Intelligence.
Singh, J., Malhotra, M., e Sharma, N. (2022). Metaverse in education: An overview. Applying Metalytics to Measure Customer Experience in the Metaverse, pages 135–142.
Smith, C. H., Molka-Danielsen, J., Rasool, J., Webb-Benjamin, J.-B., e UK, K. L. (2023). The world as an interface: Exploring the ethical challenges of the emerging metaverse. In Proceeding of the Hawaii International Conference System Sciences, Maui, HI, pages 6045–6054.
Talan, T. e Kalinkara, Y. (2022). Students opinions about the educational use of the metaverse. International Journal of Technology in Education and Science (IJTES), 6(2):333–346.
Tlili, A., Huang, R., Shehata, B., Liu, D., Zhao, J., Metwally, A. S., Wang, H., Denden, M., Bozkurt, A., Lee, L.-S., Beyoglu, M., Altinay, F., Sharma, R. C., Altinay, Z., Li, Z., Liu, J., Ahmad, F., Hu, Y., Salha, S., Abed, M., e Burgos, D. (2022). Is metaverse in education a blessing or a curse: a combined content and bibliometric analysis? Smart Learning Environments, 9(1):1–31.
Ullah, M., Amin, S. U., Munsif, M., Yamin, M. M., Safaev, U., Khan, H., Khan, S., e Ullah, H. (2022). Serious games in science education: a systematic literature. Virtual Reality & Intelligent Hardware, 4(3):189–209.
Wu, J. e Gao, G. (2022). Edu-metaverse: Internet education form with fusion of virtual and reality. In Proceedings of the 2022 8th International Conference on Humanities and Social Science Research (ICHSSR 2022), pages 1082–1085, Chongqing, China.
Yang, R., Li, L., Gan, W., Chen, Z., e Qi, Z. (2023). The human-centric metaverse: A survey. In Companion Proceedings of the ACM Web Conference 2023, pages 1296–1306.
Yue, K. (2022). Breaking down the barrier between teachers and students by using metaverse technology in education: based on a survey and analysis of shenzhen city, china. In 2022 13th International Conference on E-Education, E-Business, E-Management, and E-Learning (IC4E), pages 40–44.
Zadorozhniuk, R. (2023). Uav data collection parameters impact on accuracy of scots pine stand mensuration. Scientific Journal Ukrainian Journal of Forest & Wood Science, 14(1).
Zhang, X., Chen, Y., Hu, L., e Wang, Y. (2022). The metaverse in education: Definition, framework, features, potential applications, challenges, and future research topics. Frontiers in Psychology, 13.
Zhang, X., Yao, L., Wang, X., Monaghan, J., Mcalpine, D., e Zhang, Y. (2019). A survey on deep learning based brain computer interface: Recent advances and new frontiers. arXiv preprint arXiv:1905.04149, 66.
Zhong, J. e Zheng, Y. (2022). Empowering future education: Learning in the edu-metaverse. In 2022 International Symposium on Educational Technology (ISET), pages 292–295. IEEE.
Publicado
04/11/2024
Como Citar
DÖRR, Jéfer Benedett; RUIZ AYLON, Linnyer Beatrys.
Desenvolvimento de Habilidades Metacognitivas através de Ambientes Imersivos e Gamificação no Metaverso para a Educação Onlife. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 35. , 2024, Rio de Janeiro/RJ.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2024
.
p. 838-854.
DOI: https://doi.org/10.5753/sbie.2024.242544.
