Online Learning with Metaverse for History Education At Primary School Education Level

Abstract

Virtual self-presentation, crucial for online self-identity formation, differs from real-space presentation due to the potential distortion caused by the absence of direct observation of verbal and non-verbal cues in virtual environments, particularly evident in the popularity of avatar-based social media platforms like ZEPETO. This research aims to find out how ZEPETO users present themselves in the virtual world by using 3D avatars as the characters they play. This study should help us learn more about how metaverse technology can be used to teach history and help teachers improve their students' learning experiences. The study looked at how well ZEPETO worked as a new way to teach Historical Thinking Skills (HST). The study was based on a field study that was done at a local school. The data showed that online students knew a lot about history and understood it well. The second goal of the study was to find out how much fifth-grade students in local school knew about History when they learned about it online using the ZEPETO. The data showed that using metaverse through applications helps students do better in their History Education classes. Therefore, this research shows that users present themselves based on circumstances or message content that shows similar interests when using ZEPETO, they do this by creating new self-presentations consistently, creating self-presentations in accordance with one's physical self, and creating self-presentations based on the construction of perceptions from other people. Lastly, this study showed the potential of the use of metaverse in research on elementary school history education.