View in EDS

A Whole New World: Education Meets the Metaverse. Policy Brief

Saved in:
Bibliographic Details
Title: A Whole New World: Education Meets the Metaverse. Policy Brief
Language: English
Authors: Hirsh-Pasek, Kathy, Zosh, Jennifer M., Hadani, Helen Shwe, Golinkoff, Roberta M., Clark, Kevin, Donohue, Chip, Wartella, Ellen, Brookings Institution, Center for Universal Education
Source: Center for Universal Education at The Brookings Institution. 2022.
Availability: Center for Universal Education at The Brookings Institution. 1775 Massachusettes Avenue NW, Washington, DC 20036. Tel: 202-797-6048; Fax: 202-797-2970; e-mail: cue@brookings.edu; Web site: http://www.brookings.edu/about/centers/universal-education
Peer Reviewed: N
Page Count: 14
Publication Date: 2022
Document Type: Reports - Descriptive
Descriptors: Technology Uses in Education, Computer Simulation, Educational Practices, Educational Technology, Design, Partnerships in Education, Interpersonal Relationship, Personal Autonomy, Children, Web 2.0 Technologies, Handheld Devices, Computer Oriented Programs
Abstract: As technology advances to bring new immersive and imaginary worlds, how children are educated and how teachers are prepared must also advance to meet these new opportunities. Today, as the metaverse infrastructure is still under construction, researchers, educators, policymakers, and digital designers have a chance to lead the way rather than get caught in the undertow. To leverage the potential of the metaverse as a 3D, global, interconnected, immersive, and real-time online space, there needs to be new ways to connect the physical world with augmented and virtual reality (VR) experiences. In this policy brief, the authors offer a path for bringing best educational practices into the metaverse. They suggest a series of well-worn principles derived from the science of "how" and "what" children learn to guide the design of new educational technology. They also suggest ways in which design in this new space can go astray. In the end, the authors challenge those creating educational products for the metaverse to partner with educators and scientists to ensure that children experience real human social interaction as they navigate virtual spaces, children's agency is supported as they explore these spaces, and there is a real eye to diversity in the representation and access to what is created.
Abstractor: ERIC
Entry Date: 2022
Accession Number: ED622316
Database: ERIC
Description
Abstract:As technology advances to bring new immersive and imaginary worlds, how children are educated and how teachers are prepared must also advance to meet these new opportunities. Today, as the metaverse infrastructure is still under construction, researchers, educators, policymakers, and digital designers have a chance to lead the way rather than get caught in the undertow. To leverage the potential of the metaverse as a 3D, global, interconnected, immersive, and real-time online space, there needs to be new ways to connect the physical world with augmented and virtual reality (VR) experiences. In this policy brief, the authors offer a path for bringing best educational practices into the metaverse. They suggest a series of well-worn principles derived from the science of "how" and "what" children learn to guide the design of new educational technology. They also suggest ways in which design in this new space can go astray. In the end, the authors challenge those creating educational products for the metaverse to partner with educators and scientists to ensure that children experience real human social interaction as they navigate virtual spaces, children's agency is supported as they explore these spaces, and there is a real eye to diversity in the representation and access to what is created.