Metaverse is understood with technological terms such as augmented reality, lifelogging, mirrored worlds, and virtual worlds, and using a metaverse platform is considered an emerging form of learning. Yet, its pedagogical features, such as self-learning, collaborative learning, and learning-by-doing, are identical to those of online learning. In this study, we argue that metaverse-based learning refers to a new reality learners create by assuming that the existence of reality is different in the metaverse. We extracted six educational values in epistemological and ontological senses, reviewing the four realities of the metaverse, including virtual reality, augmented reality, mixed reality, and extended reality, which is a way to avoid technological determinists'; approach to education. Based on the values – bottom-up, collaboration, authorship, ownership, interconnectivity, and community, primary school children's (year 5 & 6) groups (n = 20) redesigned 20 assigned school spaces such as classroom teacher office, science room, and music room on their chosen metaverse platforms. Throughout the thematic analysis of design artifacts, activity scenarios, and reflection & presentation, we discovered four themes: collaborative learning with co-ownership and co-authorship; being interconnected with all living and non-living things; co-participants with different roles; and transdisciplinary research-driven learning, which is used to articulate a framework for metaverse-based learning, which is different from online learning.

中文翻译：

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通过儿童学校空间设计进行基于元宇宙的学习

Metaverse 可以通过增强现实、生活记录、镜像世界和虚拟世界等技术术语来理解，并且使用 Metaverse 平台被认为是一种新兴的学习形式。然而，它的教学特征，例如自学、协作学习和边做边学，与在线学习相同。在这项研究中，我们认为基于元宇宙的学习是指学习者通过假设现实的存在在元宇宙中是不同的而创造的新现实。我们从认识论和本体论的意义上提取了六种教育价值，回顾了元宇宙的四种现实，包括虚拟现实、增强现实、混合现实和扩展现实，这是一种避免技术决定论的方式；教育方法。基于价值观——自下而上、协作、作者身份、n  = 20) 在他们选择的元宇宙平台上重新设计了 20 个指定的学校空间，例如课堂教师办公室、科学室和音乐室。通过对设计工件、活动场景以及反思和展示的主题分析，我们发现了四个主题：共同拥有和共同创作的协作学习；与所有生物和非生物相互关联；不同角色的共同参与者；和跨学科研究驱动学习，用于阐明基于元宇宙的学习框架，这与在线学习不同。