Virtual education has started to grab interest since technology emerges in everything in our life. Metaverse is one of the technologies that has been conceived since the late 90s and is currently ...being renewed and renovated to suit current changes. Yet, many teachers and students still do not know how to utilize Metaverse to create a new atmosphere in the learning process. Therefore, this study aims to show the results of using Metaverse in the form of virtual space in the educational field and how teachers and students respond to the process. In this study, the authors would like to conduct a Systematic Literature Review (SLR) on the advantages and disadvantages of virtual educational spaces in Metaverse based on many previous studies related to this topic. Survey results conducted by previous studies show that students mostly enjoy using Metaverse as their learning method and can comprehend several lessons better when using Metaverse than traditional learning— textbook-based and face-to-face learning. Unfortunately, only several studies focus on finding preferred subjects to teach using the Metaverse and for which educational level this method suits best. In general, the authors conclude that Metaverse has excellent potential in the future to be explored profoundly in the education field due to the development of skills in the use of technology and a significant increase in student practice scores. However, the guidance of teachers and parents is still needed so that students can avoid the disadvantages.
The aim of this case study was to reproduce the images recorded by a fixed video camera and those recorded by a 360-degree omnidirectional camera to investigate characteristics and differences in how ...expert coaches and novice coaches perceive such images, based on differences in the coaches’ verbal responses during basketball games. From the findings, 3 points were clarified. 1) It appeared that novice coaches were unable to observe phenomena in VR images but were able to do so from fixed camera images. In contrast, proficient coaches were considered highly likely to observe such phenomena from both types of images. 2) From fixed camera images, both novice and proficient coaches tended to observe phenomena objectively, in terms of being able to describe the situation and offer guidance and criticism. 3) From VR images, proficient coaches tended to offer praise or instructions on the basis of specific individual characteristics of player or team movements.
The aim of this case study was to reproduce the images recorded by a fixed video camera and those recorded by a 360-degree omnidirectional camera to investigate characteristics and differences in how ...expert coaches and novice coaches perceive such images, based on differences in the coaches' verbal responses during basketball games. From the findings, 3 points were clarified. 1) It appeared that novice coaches were unable to observe phenomena in VR images but were able to do so from fixed camera images. In contrast, proficient coaches were considered highly likely to observe such phenomena from both types of images. 2) From fixed camera images, both novice and proficient coaches tended to observe phenomena objectively, in terms of being able to describe the situation and offer guidance and criticism. 3) From VR images, proficient coaches tended to offer praise or instructions on the basis of specific individual characteristics of player or team movements.
The aim of this case study was to reproduce the images recorded by a fixed video camera and those recorded by a 360-degree omnidirectional camera to investigate characteristics and differences in how ...expert coaches and novice coaches perceive such images, based on differences in the coaches' verbal responses during basketball games. From the findings, 3 points were clarified. 1) It appeared that novice coaches were unable to observe phenomena in VR images but were able to do so from fixed camera images. In contrast, proficient coaches were considered highly likely to observe such phenomena from both types of images. 2) From fixed camera images, both novice and proficient coaches tended to observe phenomena objectively, in terms of being able to describe the situation and offer guidance and criticism. 3) From VR images, proficient coaches tended to offer praise or instructions on the basis of specific individual characteristics of player or team movements.
Information technology (IT) and space are sociomaterial dimensions of organizations that Human Resource Management (HRM) often take for granted, discounting how workers enact them in practice. With ...digital technologies rapidly changing the spaces of work, this paper proposes a framework for HRM to appreciate the role of the lived, affective experience of IT-enabled (physical and virtual) hybrid workspaces. We integrate the information systems (IS) literature on sociomaterial practices and insights on organizational space to suggest implications for HRM practice and pathways for future research on how virtual and physical spaces are related and lived in the emergence of new hybrid workplaces and practices.
This research aims to develop an innovative virtual space for academic guidance as a means of increasing student competency. The development method involves interactive design and the integration of ...information technology to create an engaging and effective learning environment. In addition, this research will evaluate the impact of using this virtual space on improving students' academic skills, as well as analyzing their perceptions and experiences during the guidance process. It is hoped that the results of this research can make a significant contribution to the development of innovative academic guidance methods and support increasing student competence in this digital era.
The videogame is the emblematic contemporary medium that invite to think about man's new ways of making knowledge and experience of the world. Video-gaming means for the user to access the writing of ...a spatial narrative, consisting of virtual environments to navigate, actions to perform, and multimedia representations to interact with. Today, the videogame is also beginning to be adopted in museum institutions, which are experimenting innovative languages in order to actualize their own way of telling the artworks and collections, offering more interactive experiences appropriate for new cultural audiences. To ignore this new narrative mode would mean for museums to create a barrier towards a large audience and, consequently, to hinder the cultural and communicative action they are called upon to provide. The videogame, in fact, can become a tool capable of increasing museum accessibility: the digital one, through the use of everyday technologies; the cognitive one, by reducing the sense of cultural inadequacy and emotional detachment for those audiences, especially younger ones, who do not identify with traditional methods of cultural transmission and who are stimulated by experiences guided by factors such as discovery, free exploration, interaction and immersion; and the physical-perceptual one, as it is capable of creating new forms of relationship between virtual game space and physical museum space. The book therefore reflects on the need to deal more methodically and systematically with the spatial narrative model used in the new medium, making visual procedural maps for its aware use in both Entertainment Games and Cultural Games. The research analyzes the virtual game space as a device for organizing narrative elements that can activate important parts of the player's interpretive process, as a tool for constructing museum-related stories and creating innovative experiences of Cultural Heritage fruition.
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Pets are socially, culturally, emotionally, and economically entangled in human lives. For humans, pets are loved, and the bond between human and pet extends beyond companionship to ...incorporate emotional and mental health benefits. Pet theft is a crime that exploits these emotional relationships with pets being stolen for ransom, reward, resale, and breeding. In this paper we explore the emotional geographies of online search/ing for missing and stolen pets. To do so, we utilise interviews with people whose dogs are stolen and have not returned, those whose dogs have been reunited, and with groups dedicated to reuniting missing and stolen pets. We also make use of posts from 20 Twitter/X11After completing the research and writing the paper Twitter was sold and rebranded. On receiving our reviews, we have reoriented our use of language to better reflect X and the language that is used. We will now use X going forward and note here that tweets are now called ‘posts’ and retweets are now called ‘shares’. accounts dedicated to missing and stolen pets. In sharing posts online, humans utilise several search tactics. First, posts are shared with the idea of making pets “too hot to handle”. This involves using images and hashtags to “go viral”. Second, the posts are imbued with emotions, detailing the difficulties of losing a pet. Third, the use of images and descriptions of the pets’ charismatic qualities and characteristics are used to make their pets present online. The findings here have relevance to literature on absence and presence, emotional and digital geographies of human-animal relations, and online identity-making. The paper also provides practical insights into (in)effective strategies of online searching, which can inform public engagement practices of lost and stolen animal support groups and individuals looking to make lost and stolen pets present in virtual space.
The Chat Generative Pre-trained Transformer (ChatGPT) is an artificial intelligence technology that engages in dialogue with humans, capable of generating formulations in the form of micro-narratives ...that can be problematized as a learning tool in the virtual space. This research aims to understand how ChatGPT can be used in teacher training as a didactic tool to facilitate learning in the virtual space through micro-narratives. We conducted a qualitative study using an action research approach with Brazilian students from the Graduate Program at the State University of Ceará in Brazil. The research consisted of five phases: diagnosis, which involved a mixed questionnaire to assess prior knowledge about generating micro-narratives using ChatGPT; action planning, which involved developing a training plan; implementation of the action, which included practicing the use of ChatGPT to generate micro-narratives and working with them in a didactic perspective in the virtual space; evaluation, which involved sharing the micro-narratives and engaging in circular discussions about them; and learning, which involved documenting the educational possibilities and limitations of micro-narratives. The results, processed using IRaMuTeQ, showed limited prior knowledge about ChatGPT and the importance of micro-narratives for educational work, as well as their fruitful pedagogical use for learning in the virtual space through conscious utilization.
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