THE INVESTIGATION OF PHYSICAL EDUCATION TEACHERS' METAVERSE KNOWLEDGE LEVELS ACCORDING TO VARIOUS VARIABLES
Abstract
This research was carried out to determine the metaverse knowledge levels of physical education teachers and to compare them in terms of various variables. Relational screening model was used in the research. While the population of the research consists of physical education teachers working in schools in Erzurum, the sample group consists of 157 physical education teachers, 136 of whom are male and 21 are female. In order to collect data, the “Personal Information Form” was created by the researchers to determine the demographic characteristics of the participants, to determine the knowledge level of physical education teachers about the metaverse, 4 sub-types of technology, social, digitalization and lifestyle, which are 5-point Likert type developed by Süleymanoğulları The "Metaverse Scale" consisting of a dimension and 15 questions was used. Descriptive statistics were used to determine the demographic variables of physical education teachers. T-Test was applied to compare the metaverse knowledge levels of the participants according to their gender, marital status and previous hearing of the term metaverse. One-Way ANOVA test was used in the comparison of age and length of service, and the level of significance was determined as p=0.05. No significant differences were found in the comparison of the metaverse knowledge levels of the participants according to gender and length of service (p>0.05); Significant differences were found according to marital status, hearing the term metaverse, and age (p<0.05). According to the results, single teachers in the social sub-dimension are higher than married teachers, and those who have heard the term metaverse are higher than those who have not heard of the term in digitalization, lifestyle and general metaverse knowledge; In the lifestyle sub-dimension, it was determined that those in the 32-26 age group and 37 years old and older age group were at a higher level than those in the 27-31 age group.
Keywords
References
- Aburbeian, A. M., Owda, A. Y., & Owda, M. (2022), A Technology Acceptance Model Survey of the Metaverse Prospects. AI, 3, 285–302. https://doi.org/10.3390/ai3020018
- Anderson, K. (2022). Study: Only 16% of people understand what the metaverse is. https:// www.deptagency.com/insight/study-only-16-of-people-understand-what-the-metaverse-is/ (Erişim Tarihi: 21 Ekim 2022).
- Başaran, Z. (2022). Geleneksel Spor Anlayışından Meta-Spor. Editör: Hergüner, G., Güçlü, M., Yaman, Ç., ve Yücel A.S. Multidisipliner Bakışla Spor. Güven Plus Yayınları. (pp.278 -300)
- Bhatia, S. (2021). Metaverse: What is it, and what can it be. https://levelup.gitconnected. com/metaverse-what-is-it-and-what-can-it-be-1173a0e65d73 (Erişim Tarihi: 28 Ekim 2022).
- Boz, M. S. (2019). Eğitimde Artırılmış Gerçeklik Uygulamalarının Değerlendirilmesi, Millî Eğitim Bakanlığı Yenilik ve Eğitim Teknolojileri Genel Müdürlüğü Yayını, 1-46.
- Citi GPS (Global Perspectives & Solutions) (2022), Metaverse and Money, Decrypting the Future, https://icg.citi.com/icghome/what-we-think/citigps/insights/metaverse-and-money_ 20220330 (Erişim Tarihi: 10 Ekim 2022).
- Çakır, Z., Gönen, M., ve Ceyhan, M.A. (2022B). Beden Eğitimi ve Spor Eğitimi Öğretmeni Adaylarının Sanal Gerçeklik Teknolojisinin Eğitimde Kullanımına İlişkin Görüşlerinin Değerlendirilmesi, International Journal of Eurasia Social Sciences (IJOESS), 13(49), 1001-1016. http://dx.doi.org/10.35826/ijoess.3186
- Çakır, Z. , Gönen, M., ve Ceyhan, M. A. (2022). Spor Bilimleri Fakültesi Öğrencilerinin Metaverse Farkındalıklarının İncelenmesi. CBÜ Beden Eğitimi ve Spor Bilimleri Dergisi, 17(2), 406-418 http://dx.doi.org/10.33459/cbubesbd.1179009
- Çakır, Z., ve Erbaş, Ü. (2022). Examination of Sports Science Faculty Students’ Internet Self-Efficacy. International Journal of Eurasian Education and Culture- IJOEEC, 17(7), 1316-1333. http://dx.doi.org/10.35826/ijoecc.588
- Dwivedi, Y. K., Hughes, L., M.Baabdullah, A. B., Ribeiro-Navarreted, S., Giannakis, M., & Mutaz M.Al-Debei, M. et al (2022). Metaverse beyond the hype: Multidisciplinary perspectives on emerging challenges, opportunities, and agenda for research, practice and policy, International Journal of Information Management, 102542, 66, 1-55.
- Geylan, Z. (2022), Metaverse awareness has more than doubled in 6 months. https://cryptoslate. com/metaverse-awareness-has-more-than-doubled-in-6-months/ (Erişim Tarihi: 20 Ekim 2022). Global Games Market Report 2022, 1-49.
- Ipsos, (2022). How the world sees the metaverse and extended reality, A 29-country Global Advisor survey, Global Version, Public, 1-12.
- Kamenov, K. (2017). Immersive Experience-The 4th Wave in Tech: Learning the Ropes. https://www.accenture.com/gb-en/blogs/blogs-immersive-experience-wave-learning-ropes (Erişim Tarihi: 23 Eylül 2022).
- Kye, B., Han, N., Kim, E., Park, Y., & Jo, S. (2021). Educational applications of metaverse: possibilities and limitations, Journal of Educational Evaluation for Health Professions,18-32.
- Lee, H. & Hwang, Y. (2022). Technology-enhanced educationthrough VR-making and metaverse-linking to foster teacher readiness and sustainable learning. Sustainability, 14, 4786. https:// doi.org/10.3390/su14084786
- McKinsey & Company, (2022). Value creation in the metaverse, 1-77.
- Mundy, M. A., Hernandez, J., & Green, M. (2019). Perceptions of the effects of augmented reality in the classroom, Journal of Instructional Pedagogies, 22, 1-15.
- Özdemir A., Vural M., Süleymanoğlulları M., ve Bayraktar G. (2022). Journal of Educational Technology & Online Learning, 5(4), 952-962.
- Park, S. M., & Kim, Y. G. (2022). A Metaverse: Taxonomy, components, applications, and open challenges. IEEE Access.
- Safian-Demers, E. (2022). The metaverse glossary. https://www.wundermanthompson.com/ insight/the-metaverse-glossary (Erişim Tarihi: 24 Eylül 2022). Savaş, B.Ç., Karababa, B., ve Turan, M. (2022). Metaverse bilgi düzeyi: Beden eğitimi ve spor öğretmeni adayları üzerine bir incelenme. IntJourExerPsyc, 4(1):18-29. https://doi.org/10.51538/intjourexerpsyc.1140511.
- Sayımer, I., ve Kücüksaraç, B. (2015). Yeni teknolojilerin üniversite eğitimine katkısı: İletişim fakültesi öğrencilerinin artırılmış gerçeklik uygulamalarına ilişkin görüşleri, International Journal of Human Sciences, 12(2), 1536-1554.
- Sebastian, G. (2022). A Study on Metaverse Awareness, Cyber Risks, and Steps for Increased Adoption, International Journal of Security and Privacy in Pervasive Computing, 14(1), 1-11.
- Suh, W., & Seongjin, A. (2022). Utilizing the metaverse for learner-centered constructivist education in the post-pandemic era: An analysis of elementary school students. Journal of Intelligence 10: 17. https://doi.org/10.3390/jintelligence10010017
- Süleymanoğulları, M., Özdemir, A., Bayraktar, G., ve Vural, M. (2022). Metaverse ölçeği geliştirme çalışması/A Scale development study for metaverse. Anatolia Sport Research, 3(1), 47-58.
- Statista (2022). Familiarity with the metaverse according to adults in the United States as of January 2022, https://www.statista.com/statistics/1290378/unites-states-adults-familiarity-with -the-metaverse/ (Erişim Tarihi: 05 Haziran 2022)
- Statista (2022a), Interest in the metaverse in Singapore in 2022, by age group, https://www.statista.com/statistics/1300559/singapore-interest-in-metaverse-by-age-group/ (Erişim Tarihi: 05 Haziran 2022)
- Statista (2022b). Share of adults in the United States who have heard about the metaverse as of June 2022, by generation, (2022). https://www.statista.com/statistics/1302650/us-adults-heard-about-the-metaverse-generation/ (Erişim Tarih: 20 Eylül 2022)
- Talan, T., ve Kalınkara, Y. (2022). Students' opinions about the educational use of the metaverse. International Journal of Technology in Education and Science (IJTES), 6(2), 333-346. https://doi.org/10.46328/ijtes.385
- Talkdesk (2022). Connecting in the Metaverse, https://www.talkdesk.com/resources/ reports/connecting-in-the-metaverse/ (Erişim Tarihi: 29 Ekim 2022)
- Uygur, M., Yelken, T. Y., ve Akay, C. (2018). Analyzing the views of pre-service teachers on the use of augmented reality applications in education. European Journal of Educational Research, 7(4), 849-860. doi: 10.12973/eu-jer.7.4.849
- Wang, Y., Su, Z., Zhang, N., Xing, R., Liu, D., Luan, T. H. & Shen, X. (2022). A Survey on Metaverse: Fundamentals, Security and Privacy, 1-32. DOI:10.36227/techrxiv.19255058.v1
- Wiederhold, B. K. (2022). Ready (or Not) player one: Initial musings on the metaverse. Cyberpsychology, Behavior, and Social Networking, 25(1), 1-2.
Abstract
Bu araştırma, beden eğitimi öğretmenlerinin metaverse bilgi düzeyleri tespit edilerek çeşitli değişkenler açısından karşılaştırılması amacıyla gerçekleştirilmiştir. Araştırmada ilişkisel tarama modeli uygulanmıştır. Araştırmanın evrenini Erzurum ilindeki okullarda görev yapan beden eğitimi öğretmenleri oluştururken, örneklem grubunu 136’sı erkek 21’i kadın olmak üzere 157 beden eğitimi öğretmeni oluşturmaktadır. Veri toplamak için katılımcıların demografik özelliklerini tespit etmek amacıyla araştırmacılar tarafından oluşturulan “Kişisel Bilgi Formu” ve beden eğitimi öğretmenlerinin metaverse hakkında bilgi düzeylerini belirlemek için ise Süleymanoğulları vd., (2022) tarafından geliştirilen 5’li Likert tip olan ve teknoloji, sosyal, dijitalleşme ve yaşam biçimi olmak üzere 4 alt boyut ve 15 sorudan oluşan “Metaverse Ölçeği” kullanılıştır. Beden eğitimi öğretmenlerinin demografik değişkenlerini tespit etmek amacıyla tanımlayıcı istatistik yapılmıştır. Katılımcıların cinsiyet, medeni durum ve metaverse terimini daha önce duyma durumlarına göre meteverse bilgi düzeylerini karşılaştırmak için T-Testi; yaş ve hizmet süresi değişkenine göre karşılaştırılmasında ise One-Way ANOVA testi uygulanmış olup anlamlılık düzeyi p=0,05 olarak belirlenmiştir. Katılımcıların cinsiyet ve hizmet sürelerine göre metaverse bilgi düzeylerinin karşılaştırılmasında anlamlı farklılıklara rastlanmamış (p>0,05); medeni durum, metaverse terimini duyma ve yaş değişkenine göre anlamlı farklılıklara rastlanmıştır (p<0,05). Elde edilen sonuçlara göre, sosyal alt boyutunda bekar olan öğretmenlerin evli olan öğretmenlere oranla daha yüksek, dijitalleşme, yaşam biçimi ve genel metaverse bilgi düzeyinde metaverse terimini duyanların duymayanlara göre daha yüksek ve yaşam biçimi alt boyutunda 32-26 yaş ile 37 yaş ve üstü yaş grubunda olanların 27-31 yaş grubundakilere oranla daha yüksek düzeyde olduğu tespit edilmiştir.
Keywords
References
- Aburbeian, A. M., Owda, A. Y., & Owda, M. (2022), A Technology Acceptance Model Survey of the Metaverse Prospects. AI, 3, 285–302. https://doi.org/10.3390/ai3020018
- Anderson, K. (2022). Study: Only 16% of people understand what the metaverse is. https:// www.deptagency.com/insight/study-only-16-of-people-understand-what-the-metaverse-is/ (Erişim Tarihi: 21 Ekim 2022).
- Başaran, Z. (2022). Geleneksel Spor Anlayışından Meta-Spor. Editör: Hergüner, G., Güçlü, M., Yaman, Ç., ve Yücel A.S. Multidisipliner Bakışla Spor. Güven Plus Yayınları. (pp.278 -300)
- Bhatia, S. (2021). Metaverse: What is it, and what can it be. https://levelup.gitconnected. com/metaverse-what-is-it-and-what-can-it-be-1173a0e65d73 (Erişim Tarihi: 28 Ekim 2022).
- Boz, M. S. (2019). Eğitimde Artırılmış Gerçeklik Uygulamalarının Değerlendirilmesi, Millî Eğitim Bakanlığı Yenilik ve Eğitim Teknolojileri Genel Müdürlüğü Yayını, 1-46.
- Citi GPS (Global Perspectives & Solutions) (2022), Metaverse and Money, Decrypting the Future, https://icg.citi.com/icghome/what-we-think/citigps/insights/metaverse-and-money_ 20220330 (Erişim Tarihi: 10 Ekim 2022).
- Çakır, Z., Gönen, M., ve Ceyhan, M.A. (2022B). Beden Eğitimi ve Spor Eğitimi Öğretmeni Adaylarının Sanal Gerçeklik Teknolojisinin Eğitimde Kullanımına İlişkin Görüşlerinin Değerlendirilmesi, International Journal of Eurasia Social Sciences (IJOESS), 13(49), 1001-1016. http://dx.doi.org/10.35826/ijoess.3186
- Çakır, Z. , Gönen, M., ve Ceyhan, M. A. (2022). Spor Bilimleri Fakültesi Öğrencilerinin Metaverse Farkındalıklarının İncelenmesi. CBÜ Beden Eğitimi ve Spor Bilimleri Dergisi, 17(2), 406-418 http://dx.doi.org/10.33459/cbubesbd.1179009
- Çakır, Z., ve Erbaş, Ü. (2022). Examination of Sports Science Faculty Students’ Internet Self-Efficacy. International Journal of Eurasian Education and Culture- IJOEEC, 17(7), 1316-1333. http://dx.doi.org/10.35826/ijoecc.588
- Dwivedi, Y. K., Hughes, L., M.Baabdullah, A. B., Ribeiro-Navarreted, S., Giannakis, M., & Mutaz M.Al-Debei, M. et al (2022). Metaverse beyond the hype: Multidisciplinary perspectives on emerging challenges, opportunities, and agenda for research, practice and policy, International Journal of Information Management, 102542, 66, 1-55.
- Geylan, Z. (2022), Metaverse awareness has more than doubled in 6 months. https://cryptoslate. com/metaverse-awareness-has-more-than-doubled-in-6-months/ (Erişim Tarihi: 20 Ekim 2022). Global Games Market Report 2022, 1-49.
- Ipsos, (2022). How the world sees the metaverse and extended reality, A 29-country Global Advisor survey, Global Version, Public, 1-12.
- Kamenov, K. (2017). Immersive Experience-The 4th Wave in Tech: Learning the Ropes. https://www.accenture.com/gb-en/blogs/blogs-immersive-experience-wave-learning-ropes (Erişim Tarihi: 23 Eylül 2022).
- Kye, B., Han, N., Kim, E., Park, Y., & Jo, S. (2021). Educational applications of metaverse: possibilities and limitations, Journal of Educational Evaluation for Health Professions,18-32.
- Lee, H. & Hwang, Y. (2022). Technology-enhanced educationthrough VR-making and metaverse-linking to foster teacher readiness and sustainable learning. Sustainability, 14, 4786. https:// doi.org/10.3390/su14084786
- McKinsey & Company, (2022). Value creation in the metaverse, 1-77.
- Mundy, M. A., Hernandez, J., & Green, M. (2019). Perceptions of the effects of augmented reality in the classroom, Journal of Instructional Pedagogies, 22, 1-15.
- Özdemir A., Vural M., Süleymanoğlulları M., ve Bayraktar G. (2022). Journal of Educational Technology & Online Learning, 5(4), 952-962.
- Park, S. M., & Kim, Y. G. (2022). A Metaverse: Taxonomy, components, applications, and open challenges. IEEE Access.
- Safian-Demers, E. (2022). The metaverse glossary. https://www.wundermanthompson.com/ insight/the-metaverse-glossary (Erişim Tarihi: 24 Eylül 2022). Savaş, B.Ç., Karababa, B., ve Turan, M. (2022). Metaverse bilgi düzeyi: Beden eğitimi ve spor öğretmeni adayları üzerine bir incelenme. IntJourExerPsyc, 4(1):18-29. https://doi.org/10.51538/intjourexerpsyc.1140511.
- Sayımer, I., ve Kücüksaraç, B. (2015). Yeni teknolojilerin üniversite eğitimine katkısı: İletişim fakültesi öğrencilerinin artırılmış gerçeklik uygulamalarına ilişkin görüşleri, International Journal of Human Sciences, 12(2), 1536-1554.
- Sebastian, G. (2022). A Study on Metaverse Awareness, Cyber Risks, and Steps for Increased Adoption, International Journal of Security and Privacy in Pervasive Computing, 14(1), 1-11.
- Suh, W., & Seongjin, A. (2022). Utilizing the metaverse for learner-centered constructivist education in the post-pandemic era: An analysis of elementary school students. Journal of Intelligence 10: 17. https://doi.org/10.3390/jintelligence10010017
- Süleymanoğulları, M., Özdemir, A., Bayraktar, G., ve Vural, M. (2022). Metaverse ölçeği geliştirme çalışması/A Scale development study for metaverse. Anatolia Sport Research, 3(1), 47-58.
- Statista (2022). Familiarity with the metaverse according to adults in the United States as of January 2022, https://www.statista.com/statistics/1290378/unites-states-adults-familiarity-with -the-metaverse/ (Erişim Tarihi: 05 Haziran 2022)
- Statista (2022a), Interest in the metaverse in Singapore in 2022, by age group, https://www.statista.com/statistics/1300559/singapore-interest-in-metaverse-by-age-group/ (Erişim Tarihi: 05 Haziran 2022)
- Statista (2022b). Share of adults in the United States who have heard about the metaverse as of June 2022, by generation, (2022). https://www.statista.com/statistics/1302650/us-adults-heard-about-the-metaverse-generation/ (Erişim Tarih: 20 Eylül 2022)
- Talan, T., ve Kalınkara, Y. (2022). Students' opinions about the educational use of the metaverse. International Journal of Technology in Education and Science (IJTES), 6(2), 333-346. https://doi.org/10.46328/ijtes.385
- Talkdesk (2022). Connecting in the Metaverse, https://www.talkdesk.com/resources/ reports/connecting-in-the-metaverse/ (Erişim Tarihi: 29 Ekim 2022)
- Uygur, M., Yelken, T. Y., ve Akay, C. (2018). Analyzing the views of pre-service teachers on the use of augmented reality applications in education. European Journal of Educational Research, 7(4), 849-860. doi: 10.12973/eu-jer.7.4.849
- Wang, Y., Su, Z., Zhang, N., Xing, R., Liu, D., Luan, T. H. & Shen, X. (2022). A Survey on Metaverse: Fundamentals, Security and Privacy, 1-32. DOI:10.36227/techrxiv.19255058.v1
- Wiederhold, B. K. (2022). Ready (or Not) player one: Initial musings on the metaverse. Cyberpsychology, Behavior, and Social Networking, 25(1), 1-2.
Details
| Primary Language | Turkish |
|---|---|
| Subjects | Sports Medicine |
| Journal Section | Research Articles |
| Authors | |
| Early Pub Date | January 29, 2023 |
| Publication Date | January 31, 2023 |
| Published in Issue | Year 2023 Volume: 12 Issue: 1 |
