A Metaverse Experience: STE(A)M in Archery Sport (LS-TR-722)
Introduction: Experience-based Sustainable Learning in the Metaverse
This Learning Scenario will include a process and Metaverse experience based on different materials available in Europeana (photos and illustrations) to reflect on the concept of archery sport throughout history via STEAM. STEAM education provides deep learning for students by using Science, Technology, Art, Engineering, and Math. For this purpose, this Learning Scenario has a process covered in STEAM and it also aims at promoting the growth of students’ easy and experience-based learning of traditional archery sports in Metaverse. A metaverse experience is described as an experience similar to living a real-life archery experience and it encourages the effects on learner motivation, learning participation, experience, and attitude improvement. It gives equal opportunity for learning and experience. As a result, this experience-based learning scenario makes equity, inclusive, personalized, and easily accessible learning environment with the support of innovative technologies for all.
Implementation: STE(A)M Phases in Archery Sport
- First Phase: History (Cultural approach)
Students make research about archery and archery sport in history. Students get information about archery from the Europeana Collection. They learn different types of bows and arrows. They find answers to these questions:
- What is the history of archery and archery sport in the Olimpic games?
- What kind of arrows are the least frequently used? Why?
- Second phase: Math (Creativity)
Students draw bows and arrows on paper. Students make drawing mathematical calculations on the bows. Also, they are aware of the important mathematical aspects of the bows. After that, they draw their bows on paper. They find different bows and arrows from the Europeana collection. They use mathematical calculations while constructing bows. So, they strengthen triangle and angle calculations knowledge in math class.
- Third phase: Science, Technology, and Engineering (Design Thinking)
Students design arrows using TinkerCad Program. Students introduce, define, and provide some information for designing a 3D modeling program on the TinkerCad program about the arrows. Students discuss the kinds of ropes used with bows in history. When ropes are stretched, they have big potential energy. Also, they are aware of the transformation of potential energy into kinetic energy So, students discuss the relation of the potential energy of ropes by using physics lesson knowledge. In addition, students make 3D modeling using the Blender program as design thinkers. Students design a digital bow and arrow exclusive for their archery sports experience in the Metaverse.
- Fourth phase: Art (Cultural approach)
Students research the colors of feathers that are used on arrows. Students find popular culture feather colors in history and regions on the arrows and bows. They use popular culture feather colors and styles by customizing them when they design their own arrows.
- Fifth phase: Excited experience in Metaverse
Students play archery sport with their own design bow and arrow design for archery in Metaverse via using VR glasses. They imagine, design, and use their virtual archery materials. This is an incredible and exclusive experience for them. So, they share their thoughts and feelings with each other after Metaverse experiences.
Conclusion: Reflect on emotional feedback
At the end of the lesson, the teacher asks questions addressing the students’ feelings about the Metaverse experience and encourages them to reflect on their ideas. Students share their answers with teachers and each other.
The teacher asks these questions are:
How well did you feel when experiencing the archery sport in Metaverse?
Why is STEAM knowledge one of the most important things in the bow and arrow design?
How can you be a part of the Metaverse? Which 21st-century skills and qualifications do you need to get involved in the world of the Metaverse?
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CC BY 4.0: the featured image used to illustrate this article has been found on Europeana and has been provided by the Wellcome Collection.
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