This study is a Metaverse education framework in higher education for a shared learning environment at a consortium university. Here is a case of a consortium university in Korea, which has established a shared learning environment that can entail various advantages by forming a consortium between local governments, universities, and companies. In this work in progress, a Metaverse virtual campus was opened to overcome the distance between regions, and an LMS system was used for learning management. Despite the different attributes of the website and Metaverse, suggestions on how to build a new learning system were described by combining mutual advantages.

The purpose of this work-in-progress study is to identify the predictiveness of perceived ease to use(PEU), perceived usefulness (PU), perceived enjoyment (PE), and frequency of experience (FE) on the intention to use (IU) a metaverse-based learning environment. A total of 226 undergraduate students participated in the metaverse-based learning using V-story (VirBELA) for a one-semester. Multiple regression was used for data analysis. As a result, PU, PE, and PEU predicted IU in the metaverse-based learning environment. This study empirically analyzed the acceptance factors of learners in a metaverse-based learning environment and is meant as basic data for metaverse research in a learning environment.

The purpose of this work-in-progress paper is to develop an evaluation module in the VR-based simulation for learners with intellectual disabilities. The observation screen provides feedback to learners and evaluates their personal learning achievement. The simulation is designed to view the performance of the learner, offering visual and auditory feedback. The usability evaluation for learners with intellectual disabilities was conducted using grounded theory. In terms of performance, the observation screen helped identify difficulties in the learners’ spatial navigation, individual interaction, and learning tasks. The teacher can provide appropriate feedback on the learner’s difficulties using the observation screen.

This preliminary paper aimed to explore spatial perception in AR application with eye-tracking analysis. We used historical events and building to provide a spatial AR experience. Three persons participated in the study, but one failed to collect the eye information properly. They experienced four tasks to explore the space in historical building AR application while eye-tracking information was gathered with Tobii pro glasses 2. We examined the participants’ eye movement with the scan paths. According to the findings, they tend to move their gaze according to the line of buildings when they scan the entire spatial structure. But when they were asked specific building explanations, they focused on the specific spot like roof or crevice areas of a building window, or other avatars.

The purpose of this work-in-progress paper is to examine the effect of levels of tactility with the presence and absence of a performance guide as formative feedback in an immersive virtual reality-based simulation (VRS). The experimental group will have four levels of tactile implementation, and the control group will have a non-virtual power tool. The experimental group will receive more specific feedback based on the data measured through virtual reality simulations. We will measure perceived task load, virtual presence, usability, and performance time and accuracy during training for all groups.

This work-in-progress paper was to examine the effect of the interactive conversation in a teaching simulation for classroom management training. We developed SimTEACHER, a teaching simulation, and the scenario aims to manage the classroom during collaborative learning. Twenty-five in-service secondary school teachers participated in this study and experienced both observation and interactive conversation in the simulation. They evaluated perceptions of problem behavior, scenario usefulness, and situational interest on each simulation. The result showed no difference in perception of problem behavior in each simulation. The scenario usefulness and situational interest were significantly higher in the interactive conversation.

This study investigated preservice teachers’ emotional experiences while interacting within a virtual scenario-based teacher-training system called Simulation for Teaching Enhancement of Authentic Classroom beHavior Emulator (SimTEACHER). We created three types of interactions (no interaction, unexpected interaction, and expected interaction) within SimTEACHER and examined the influences of the interaction design on preservice teachers’ emotional responses in three aspects: key performance indicators (attention, emotional engagement, and sentiment), emotional valence (positive, neutral, and negative), and four basic emotions (joy, sadness, fear, and anger). Fourteen preservice teachers from a 4-year public university in southwestern South Korea participated in this study. The data of the participants’ emotional expressions were collected using the Emotient software, which has been widely used for automated facial expression recognition and analysis. A series of one-way repeated-measured Analysis of Variance (ANOVA) indicated that participants experienced higher positive and neutral emotions, higher emotional engagement, and a higher feeling of joy when they engaged in unexpected interactions than when they engaged in expected interactions or no interactions.