Potential Abstract: In the ever-evolving landscape of digital technology, the concept of the metaverse has emerged as a potential new frontier for education. This study explores the intersection of experiential learning and cyberspaces within the metaverse, specifically focusing on how individuals with limited digital literacy engage in educational practices, a phenomenon referred to as “naive praxis.” By conducting a qualitative case study, we investigate how individuals navigate and interact with various educational opportunities in virtual environments, shedding light on the unique challenges and opportunities that arise when introducing naive users to the metaverse. Our analysis reveals the complex interplay between experiential learning theories and digital environments, highlighting the importance of scaffolding and support for learners as they navigate these novel spaces. The findings suggest that while naive praxis may initially present obstacles, it can also serve as a catalyst for creativity and innovation in educational practices within the metaverse. This research contributes to the growing body of literature on digital learning environments and has implications for educators seeking to design inclusive and engaging experiences for diverse learners in virtual realms.
Potential References:
- Metaverse
- From classrooms to cyberspace: Understanding pedagogical approaches and outcomes in Metaverse learning environments
- All one needs to know about metaverse: A complete survey on technological singularity, virtual ecosystem, and research agenda
- 3D virtual worlds and the metaverse: Current status and future possibilities
- The metaverse: and how it will revolutionize everything
