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The promise of the metaverse in education is like a mirage in <\/span><\/p>\n <\/span><\/p>\n<\/p>\n <\/p>\n <\/p>\n \n It follows that instructional designers will be the experts by <\/span><\/div>\n<\/div>\n<\/figure><\/div>\n \n This article series intends to provide guidance for <\/span><\/p>\n <\/span><\/p>\n <\/div>\n \n This article series explores the topic with an evidence-based <\/span><\/p>\n Instead, metaverse solutions should be selected when they are <\/span><\/p>\n <\/span><\/p>\n \n <\/span><\/p>\n #InstructionalDesign #XR #Multimedia #Principles #Mayer #LXD #ID This article is simultaneously published on LinkedIn articles here: https:\/\/www.linkedin.com\/pulse\/instructional-design-metaverse-part-1-heather-dodds-ph-d-\/<\/span><\/div>\n <\/p>\n
\nthe desert. Educators seem to be forever anticipating the arrival of the
\n metaverse but still not yet embracing it. <\/p>\n
\n However, this waiting time has not been without value as solid research foundations have been built. In an article titled \u201cThe Hottest Job in Higher Education: Instructional Designer<\/a>\u201d,
\n Decherney and Levander asserted that as instructional designers (IDs)
\nhave become the \u201csherpas of online learning teams, experts in how<\/i> to teach and design a course\u201d (2020, para. 5).<\/p>\n<\/a><\/div>\n
\nreading research and determining the best route to the metaverse
\npromise.<\/p>\n<\/a><\/div>\n
\ninstructional designers entering this new and rapidly changing space by
\nstraddling between what is known and unknown in instructional design in
\nthe metaverse. Early research that addresses the metaverse \u201ctends to
\nfocus on outcomes-based research while neglecting the important details
\nof how something was accomplished\u201d (Beck, Morgado, & O\u2019Shea, 2023<\/a>, p. 1). Studies can also target emergent cause-and-effect or comparison relationships and ignore<\/b>
\n known educational practices and principles. Quests can contain grand
\npromises, spurring a rush to implement, followed by unmet hopes and
\nexpectations (Mayer, 2020<\/a>,
\n p. 13). If administrators determine that the metaverse does contain
\nunmet hopes, future funding for uses that truly could change education
\nfor the better will dry up.<\/p>\n
\n After this first Introduction section, the second of eight sections will examine research myths<\/b>
\n in the educational metaverse. These myths include that the metaverse
\nwill cause more learning at a faster rate and reach learners in new
\nways. I will look closely at what the research currently says for and
\nagainst seven specific claims. In the third section, I will look at what
\n the research is pointing to as characteristics of success<\/b>
\n when considering the incorporation and implementation of the metaverse.
\n The characteristics do not seem to arrive in popular metaverse claims,
\nbut like the slow and steady tortoise, they seem to predict the winners
\nof the race. In Sections 4 and 5, I will cover the detailed work of
\ninstructional design, targeting especially what we already know about multimedia learning<\/b> and what will be uncovered in the metaverse. Section 6 will discuss the current limitations<\/b>
\n of using research to drive instructional design in the metaverse.
\nFinally, Sections 7 and 8 are written to leave the reader with hope and soaring possibilities<\/b>
\n in mind. Because instructional design in the metaverse is an emergent
\ntopic, some discoveries are yet to arrive to their eureka moments; those
\n will fall completely outside of our prediction. Thus, this series will
\nhave 8 sections but innumerable (until it is done) parts. <\/p>\n<\/a><\/div>\nApproach<\/h2>\n<\/div>\n
\nlearner-centric approach. That approach fits best for instructional
\ndesign, a discipline that considers the learning needs of the learner
\nfirst and foremost. This chapter does not support the use of the
\nmetaverse in education for the sake of the cross or extended reality
\n(XR) technology itself, which could be considered a technology-centered
\napproach (Mayer, 2020).<\/span><\/p>\n
\nbest fit for the instructional situation at hand. In many cases, they
\nwill be. But in some cases, they will not<\/b>. <\/p>\n<\/blockquote>\n
\n This series strives to illuminate the characteristics and
\nconditions to consider while keeping the learner and not the technology
\nin the center of focus.<\/p>\n
\n While maintaining that learner focus, this series will use
\nseveral vocabulary terms and acronyms. Terms such as metaverse, cross
\nreality, or extended reality (XR) will be used interchangeably to refer
\n to the entire technological incorporation. However, this author will
\nuse XR to refer more often to the technologies, i.e. hardware and
\nsoftware (Ziker, Truman, & Dodds, 2021<\/a>),
\n and metaverse to refer to a computer-mediated experience whether it is a
\n game, application, or platform. Two-dimensional (2D) experiences,
\nincluding monitors and simulations, will often be juxtaposed with
\nthree-dimensional (3D) experiences, including headsets or the immersive
\nweb (WebXR). The terms instructional design (ID) and instructional
\ndesigners (IDs) are only separated by the discipline of how people learn
\n and how to design instruction to help that process versus <\/i>being
\n the one who practices it. Nevertheless, popular terms like learning
\nexperience design (LXD) and learning experience designers (LXDs) convey
\nequivalent meaning to aims and mission of instructional design. This
\nchapter will refer to any planned 3D educational interactions as
\nexperiences. Indeed, the wide variety of vocabulary and terms is \u201ca
\ncharacteristic of the early evolution of a branch of technology\u201d (Dodds, 2021<\/a>, para. 5). <\/p>\n
\n Part 2<\/a> will cover my theoretical basis and scope. <\/span><\/p>\n<\/a><\/div>\n
\n#InstructionalDesigner #WebXR #3D #2D #Approach #LearnerCentric
\n#ResearchMyths #WhatWeKnow #WhatWeDoNotKnow #OnlineSherpas #ThisIsTheWay<\/p>\n