Enhancing STEM Education through Interactive Metaverses: A Case Study and Methodological Framework
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Published:2023-09-28
Issue:19
Volume:13
Page:10785
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ISSN:2076-3417
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Container-title:Applied Sciences
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language:en
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Short-container-title:Applied Sciences
Author:
Solanes J. Ernesto1ORCID, Montava-Jordà Sergi2, Golf-Laville Emilio3, Colomer-Romero Vicente2, Gracia Luis1ORCID, Muñoz Adolfo4
Affiliation:
1. Departamento de Ingeniería de Sistemas y Automática (DISA), Universitat Politècnica de València, Camí de Vera S/N, 46022 València, Spain 2. Departamento de Ingeniría Mecánica y de Materiales (DIMM), Universitat Politècnica de València, Plaza Ferrándiz y Carbonell S/N, 03801 Alcoy, Spain 3. Departamento de Organización y Empresas (DOE), Universitat Politècnica de València, Plaza Ferrándiz y Carbonell S/N, 03801 Alcoy, Spain 4. Departamento de Comunicación Audiovisual, Documentación e Historia del Arte (DCADHA), Universitat Politècnica de València, Camí de Vera S/N, 46022 València, Spain
Abstract
In recent years, the rapid growth of virtual reality has opened up new possibilities for creating immersive virtual worlds known as metaverses. With advancements in technology, such as virtual reality headsets, and the emergence of applications with social interaction, metaverses offer exciting opportunities for STEM (Science, Technology, Engineering, and Mathematics) education. This article proposes the integration of metaverses into STEM courses, enabling students to forge connections between different subjects within their curriculum, to leverage current technological advancements, and to revolutionize project presentations and audience interaction. Drawing upon a case study conducted with students enrolled in the “Proyectos RII 1: Organización y Escenarios” course at the Escuela Politécnica Superior de Alcoy of the Technical University of Valencia (Spain), this article provides a comprehensive description of the methodology employed by the students and professors. It outlines the process followed, shedding light on the innovative use of metaverses in their projects. Moreover, the article shares valuable insights obtained through surveys and personal opinions gathered from students throughout the course and upon its completion. By exploring the intersection of metaverses and STEM education, this study showcases the transformative potential of integrating interactive virtual environments. Furthermore, this work highlights the benefits of increased student engagement, motivation, and collaboration, as well as the novel ways in which projects can be presented and interactions with audiences can be redefined.
Funder
Spanish Government
Subject
Fluid Flow and Transfer Processes,Computer Science Applications,Process Chemistry and Technology,General Engineering,Instrumentation,General Materials Science
Reference40 articles.
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