University Pedagogy Evaluated by Massification and the Metaverse

Abstract

Learner's access to an immersive, platform-like digital universe would be seen as an invitation to exist in a different way through a process of routine communication with a mentor (tutor) who enables him or her to break out of anonymity and express himself or herself using tools built into the hosting platform. The characteristics and purposes for using a MOODLE-like platform are obviously different from those of 3D virtual worlds. By fostering relational dynamics that encourage students to revalue their personal and academic identities by reviving their digital identities, the authors show how far the hybrid course can counteract the negative effects of massification. Defining the conceptual and theoretical frameworks, as well as a postulate and a problematic, will be done first in order to provide an account of this recent experience. Before presenting and discussing the findings, they first go over the methodology used to gather and analyze the information from students, both in-person (via the placement test) and virtually (via activity reports and satisfaction surveys).