Exploring the Experience of Culture and Arts Education using Metaverses

Abstract

This study explored in-depth the immersion and enjoyment of cultural arts education in a virtual world using a metaverse, the limitations during the experience, and the changes they perceived as a result of this learning process, which were categorized into 6 components and 11 subcomponents. First, the improvement of self-confidence in being able to utilize the metaverse was manifested as growth in the experience of recognizing and applying the metaverse configuration and demonstrating leadership by giving opinions in the creation of the metaverse; second, the cognition that was embodied through the problem-solving process was manifested as problem-solving methods and knowledge acquisition through repeated challenges; and third, The fun and immersion of cultural arts education in the metaverse were derived from personalized expression through customization in the metaverse, fun of collaboration in the collaboration process, flow of time through immersion in the metaverse education, limitations of language expression and organization in using the metaverse, limitations of implementing unified behavior in the metaverse, and poor communication in online classes. Fourth, the sense of reality in the metaverse is the sense of reality in the metaverse, and finally, the differences between face-to-face and metaverse classes resulted in close teaching and collaborative activities such as mentoring.