Abstract: In recent years, the rise of non-fungible tokens (NFTs) has introduced new opportunities and challenges in the realm of education. As educational content is increasingly being commodified and distributed as NFTs, it is essential to critically examine the impact of this trend on the authenticity of learning objects, particularly in the context of science education. This study aims to explore the concept of authenticity in science learning objects within the context of commodified NFTs.
Drawing on a mixed-methods approach, this research study seeks to investigate the perceptions and experiences of science educators and students regarding the authenticity of learning objects in the form of NFTs. Through surveys and interviews, data will be collected to examine the following research questions: (1) How do science educators define and understand the concept of authenticity in learning objects? (2) How do science educators and students perceive the authenticity of science learning objects when they are commodified as NFTs? (3) What are the potential benefits and drawbacks of using commodified NFTs as learning objects in science education?
The findings of this study will provide valuable insights into the complex interplay between authenticity, learning objects, and NFTs in science education. By unpacking the perspectives and experiences of science educators and students, the study aims to shed light on the potential implications of commodified NFTs on the authenticity and effectiveness of science learning objects. Additionally, this research will contribute to the ongoing dialogue surrounding the integration of emerging technologies, such as NFTs, in educational settings.
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