Exploring Elementary School Students' Perception and Attitudes towards the Metabus

Abstract

Purpose: This study explored the thoughts and perspectives of elementary school students about themetaverse by analyzing and interpreting metaphorical expressions of the metaverse and presented theirperspectives and attitudes as specific types. Methods: Data were collected through in-depth interviews, focus group interview, mind maps, andpicture diary activities from May to December 2022. Participants included 30 elementary schoolstudents in the Seoul metropolitan area. Thereafter, metaphors and attitudes towards the metaversewere categorized. Results: The results revealed that elementary school students recognized the metaverse as water(autonomous), space of infinite possibilities (potential), and other versions of our class, world, anduniverse (multiverse). Second, their perspectives and attitudes towards the metaverse were dividedinto the following types: curiosity and expectation type, ambiguity and burden type, and ambivalenceand coexistence type. Additionally, it was observed that students acquired the concepts of the metaversethrough out-of-school programs rather than regular curriculum classes in the school. Conclusion: Therefore, theoretical grounds need to be established for metaverse education for elementaryschool students at the school-level. Furthermore, metaverse education programs and educationalmaterials for specialized learners such as the underprivileged, poor, and multicultural families shouldbe developed, and professional educators should be encouraged to practice metaverse education.