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Cyber-physical metaverse learning in cultural sustainable education

Ying-Hsun Lai (Department of Computer Science and Information Engineering, National Taitung University, Taitung, Taiwan)
Yu-Shan Lin (Department of Information Science and Management Systems, National Taitung University, Taitung, Taiwan)
Yao-Chung Chang (Department of Computer Science and Information Engineering, National Taitung University, Taitung, Taiwan)
Shih-Yeh Chen (Department of Computer Science and Engineering, National Taiwan Ocean University, Keelung, Taiwan)

Library Hi Tech

ISSN: 0737-8831

Article publication date: 9 April 2024

102

Abstract

Purpose

Education for sustainable development (ESD) is a developing educational concept that aims to achieve economic, social and environmental sustainability through education. Cultural sustainability education aims to cultivate awareness and protection of cultural assets, promote sustainable development and foster environmental responsibility. This study establishes a cyber-physical metaverse of cultural sustainability learning to cultivate students' motivation, multicultural identity, critical thinking and sustainability thinking.

Design/methodology/approach

In this study, virtual reality (VR) and 3D printing technologies were utilized to create a cyber-physical metaverse learning environment. This learning environment is designed to allow elementary school children to learn about indigenous cultures and the architecture of slate houses, as well as socio-architectural issues. Learners will be able to experience first-hand the plight of the indigenous tribal areas and the exploration of related cultural knowledge.

Findings

The study collected pre- and post-test data through questionnaires, using covariates to analyze learners' perceptions of learning. The results of this study showed that cyber-physical metaverse learning environment had a significant impact on learning motivation, multicultural identity and sustainability thinking for culturally sustainable education. However, this study’s impact on critical thinking skills in students remains to be confirmed.

Research limitations/implications

This is a quasi-experimental study of a single country’s elementary school children in the indigenous area, so its findings cannot be extrapolated to other areas or to learners of different ages.

Originality/value

This study introduces a framework for incorporating both virtual and real cultures to promote sustainable learning. The cyber-physical metaverse learning is used to supplement teaching activities to enhance learners' motivation in learning multicultural knowledge. Students were able to recognize and protect cultural assets, as well as emphasize the importance of sustainable development.

Keywords

Acknowledgements

This research is partially supported by the Ministry of Science and Technology, Taiwan, R.O.C. under Grant no. NSTC 111-2410-H-143 -009 -MY2, NSTC 112-2410-H143-016-MY2, and NSTC 111-2410-H019-029-MY2.

Citation

Lai, Y.-H., Lin, Y.-S., Chang, Y.-C. and Chen, S.-Y. (2024), "Cyber-physical metaverse learning in cultural sustainable education", Library Hi Tech, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/LHT-12-2023-0585

Publisher

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Emerald Publishing Limited

Copyright © 2024, Emerald Publishing Limited

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