Tadeu Moreira de Classe
ABSTRACT
Context: COVID-19 has brought new challenges and chances to modern society. During that time, Information Systems (IS) become more indispensable to people’s lives. Especially in the educational field, new technologies and ISs, such as metaverses, arose as innovations for remote and blended education. Problem: However, there needs to be more research on using metaverses as educational ISs applied to the hybrid context. Solution: In this study, we explored a metaverse as an educational IS in a real context for an undergraduate IS course. Method: As a research method, we used a quasi-experimental, aiming to evaluate students’ perceptions and acceptance of using the metaverse as IS to support blended education. IS Theory: All the evaluation was designed based on the Technology Acceptance Model (TAM). Summary of Results: We analyzed data through a quantitative approach, using descriptive and inferential statistics. As a result, we observed evidence of the acceptance of metaverse as educational IS in the blended context. It was considered easy and useful by students. Contributions to IS: Therefore, we proposed new technologies being applied as IS for educational contexts. With our research, we have been covering a need for studies about metaverses for blended purposes. Thus, we glimpse reflections and opportunities to use those metaverse systems in other themes in which the blended context could be advantageous.
- Shane Allua and Cheryl Bagley Thompson. 2009. Inferential statistics. Air Medical Journal 28, 4 (2009), 168–171.Google Scholar
Cross Ref
- Iskandar Azhmukhamedov and Behzod Yorkulov. 2021. Methodology for assessing the quality of educational information systems. In AIP Conference Proceedings. AIP Publishing LLC, AIP Publishing, NY, 030005.Google ScholarCross Ref
- Victor R Basili. 1992. Software modeling and measurement: the Goal/Question/Metric paradigm. Technical Report CS-TR-2956, UMIACS-TR-92-9. University of Maryland.Google Scholar
- Donald T Campbell and Julian C Stanley. 2015. Experimental and quasi-experimental designs for research. Ravenio Books, Stanford.Google Scholar
- Jacob Cohen. 2016. A power primer.Psychological Bulletin 112, 1 (2016), 279–284.Google Scholar
- Sue Conger. 2020. The impact of the COVID-19 pandemic on information systems management. Information Systems Management 37, 4 (2020), 327–331.Google ScholarCross Ref
- Lee J Cronbach. 1951. Coefficient alpha and the internal structure of tests. psychometrika 16, 3 (1951), 297–334.Google Scholar
- Alanah Davis, John Murphy, Dawn Owens, Deepak Khazanchi, and Ilze Zigurs. 2009. Avatars, people, and virtual worlds: Foundations for research in metaverses. Journal of the Association for Information Systems 10, 2 (2009), 1.Google ScholarCross Ref
- Fred D Davis. 1989. Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS quarterly 13, 1 (1989), 319–340.Google Scholar
- Ronney Moreira de Castro, Sean Wolfgand Matsui Siqueira, and Sandrelena da Silva Monteiro. 2020. Didática da Computação na Perspectiva da Aprendizagem Ativa. In Anais dos Workshops do IX Congresso Brasileiro de Informática na Educação. SBC, SBC, Porto Alegre, 31–40.Google Scholar
- Yogesh K Dwivedi, D Laurie Hughes, Crispin Coombs, Ioanna Constantiou, Yanqing Duan, John S Edwards, Babita Gupta, Banita Lal, Santosh Misra, Prakhar Prashant, 2020. Impact of COVID-19 pandemic on information management research and practice: Transforming education, work and life. International journal of information management 55 (2020), 102211.Google ScholarCross Ref
- Mohammed F Farghally, Mostafa Mohammed, Hamdy FF Mahmoud, Margaret Ellis, Derek Haqq, Molly Domino, Brett Jones, and Clifford A Shaffer. 2021. The Online Transition of Two CS Courses in Response to COVID-19. In Proceedings of the 52nd ACM Technical Symposium on Computer Science Education. ACM, NY, 1251–1251.Google ScholarDigital Library
- Wendell Bento Geraldes and Ulisses Rodrigues Afonseca. 2021. Podcast Educacional para ensino de informática e computação IFG-CAST. In Anais Estendidos do XVII Simpósio Brasileiro de Sistemas de Informação. SBC, SBC, Porto Alegre, 189–192.Google Scholar
- Kim Issroff and Eileen Scanlon. 2002. Educational technology: The influence of theory. Journal of Interactive Media in education 6 (2002), 1–13.Google Scholar
- Ju Hyun Jeon. 2021. A study on education utilizing metaverse for effective communication in a convergence subject. International Journal of Internet, Broadcasting and Communication 13, 4 (2021), 129–134.Google Scholar
- Aleksandar Jovanović and Aleksandar Milosavljević. 2022. VoRtex Metaverse platform for gamified collaborative learning. Electronics 11, 3 (2022), 317.Google ScholarCross Ref
- Muhamad Azuwan Juna, Muhammad Anshari, Norainie Ahmad, and Mahani Hamdan. 2022. Working from home, COVID-19 and multi-dimensional model of well-being theory. International Journal of Work Organisation and Emotion 13, 3 (2022), 230–259.Google ScholarCross Ref
- Stan Karanasios. 2022. The pursuit of relevance and impact: A review of the immediate response of the information systems field to COVID-19. Information Systems Journal 32, 4 (2022), 856–887.Google ScholarCross Ref
- Kukhyeon Kim, Eunbyul Yang, and Jeeheon Ryu. 2022. Work-in-progress—The Effect of Students’ Perceptions on Intention to use Metaverse Learning Environment in Higher Education. In 2022 8th International Conference of the Immersive Learning Research Network (iLRN). IEEE, Vienna, 1–3.Google Scholar
- Tae Kyun Kim. 2015. T test as a parametric statistic. Korean journal of anesthesiology 68, 6 (2015), 540–546.Google Scholar
- Bokyung Kye, Nara Han, Eunji Kim, Yeonjeong Park, and Soyoung Jo. 2021. Educational applications of metaverse: possibilities and limitations. Journal of Educational Evaluation for Health Professions 18 (2021), 1–13.Google ScholarCross Ref
- Kenneth C. Laudon and Jane P. Laudon. 2014. Sistemas de Informação Gerenciais (11. ed.). Pearson, São Paulo.Google Scholar
- Javier Ángel Ramírez Masferrer, Felix Escolano Sánchez, and David Fernández-Ordoñez Hernández. 2014. Experiences complementing classroom teaching with distance seminars in metaverses and videos. Journal of Cases on Information Technology (JCIT) 16, 4 (2014), 1–12.Google ScholarDigital Library
- Diane Monahan. 2022. Connecting with Students in the Hybrid 2.0 Classroom. Higher Education Implications for Teaching and Learning During COVID-19 1, 1 (2022), 135.Google Scholar
- Stylianos Mystakidis. 2022. Metaverse. Encyclopedia 2, 1 (2022), 486–497.Google ScholarCross Ref
- Daniel E O’Leary. 2020. Evolving information systems and technology research issues for COVID-19 and other pandemics. Journal of Organizational Computing and Electronic Commerce 30, 1 (2020), 1–8.Google ScholarCross Ref
- Sang-Min Park and Young-Gab Kim. 2022. A Metaverse: Taxonomy, components, applications, and open challenges. Ieee Access 10 (2022), 4209–4251.Google ScholarCross Ref
- Christian Peukert, Christof Weinhardt, Oliver Hinz, and Wil MP van der Aalst. 2022. Metaverse: How to Approach Its Challenges from a BISE Perspective., 6 pages.Google Scholar
- Meennapa Rukhiran, Somchai Buaroong, and Paniti Netinant. 2022. Software Development for Educational Information Services Using Multilayering Semantics Adaptation. International Journal of Service Science, Management, Engineering, and Technology (IJSSMET) 13, 1 (2022), 1–27.Google Scholar
- Ana Cláudia de Souza, Neusa Maria Costa Alexandre, and Edinêis de Brito Guirardello. 2017. Propriedades psicométricas na avaliação de instrumentos: avaliação da confiabilidade e da validade. Epidemiologia e serviços de saúde 26 (2017), 649–659.Google Scholar
- Matthew Sparkes. 2021. What is a metaverse. New Scientist 251, 3348 (2021), 18.Google Scholar
- Neal Stephenson. 2003. Snow crash: A novel. Spectra, NY.Google Scholar
- Flávia Tibúrcio, Welliton Luiz Moreira, Ricardo Schmitt, Erivelto Luís De Souza, and Cristiano M Silva. 2022. O futuro do digital está na conexão com o real: Metaverso e suas implicações sociais e tecnológicas. In Anais do III Workshop sobre as Implicações da Computação na Sociedade. SBC, SBC, Porto Alegre, 76–84.Google Scholar
- Ahmed Tlili, Ronghuai Huang, Boulus Shehata, Dejian Liu, Jialu Zhao, Ahmed Hosny Saleh Metwally, Huanhuan Wang, Mouna Denden, Aras Bozkurt, Lik-Hang Lee, 2022. Is Metaverse in education a blessing or a curse: a combined content and bibliometric analysis. Smart Learning Environments 9, 1 (2022), 1–31.Google ScholarCross Ref
- Jodie B Ullman and Peter M Bentler. 2012. Structural equation modeling. Handbook of Psychology, Second Edition 2 (2012), 1–30.Google Scholar
- Viswanath Venkatesh and Fred D Davis. 2000. A theoretical extension of the technology acceptance model: Four longitudinal field studies. Management science 46, 2 (2000), 186–204.Google ScholarDigital Library
- Binbin Zhou. 2022. Building a Smart Education Ecosystem from a Metaverse Perspective.Mobile Information Systems 2022, 1 (2022), 1–10.Google Scholar
Index Terms
- Evaluating Students’ Technology Acceptance of Use of Metaverse as an Educational Information System for Hybrid Education
Recommendations
“Extending the Technology Acceptance Model (TAM) to Predict University Students’ Intentions to Use Metaverse-Based Learning Platforms”
AbstractMetaverse, which combines a number of information technologies, is the Internet of the future. A media for immersive learning, metaverse could set future educational trends and lead to significant reform in education. Although the metaverse has ...
Use of Metaverse in Education
Computational Science and Its Applications – ICCSA 2022 WorkshopsAbstractWith the introduction of Metaverse, its use is increasing day by day. In this study, the factors affecting the historical development of Metaverse, the Metaverse architecture and the use of Metaverse in the field of education are discussed. The ...
Exploring the use of educational technology in primary education
Mobile technology has become popular worldwide with a broad range of users, including students from all levels of education. Although the impact of mobile technology in classrooms has been extensively studied, less is known about teachers' perceptions ...
Comments