An Exploratory Study on the Metaverse-Based Learner-Centered English Learning Program: Focusing on Culture and Art Contents

Purpose: The purpose of this study is to develop an English learning program using metaverse that can create a variety of educational environments in a virtual space in the post-COVID era. This study was conducted with culture and art as the content subject, and it was designed so that students could experience various types of metaverse technology and mixed reality to increase their participation in learning and the learning effect. It also introduces effective online learning tools that can be used in metaverse-based English learning programs. Method: Students improve their English skills by examining museums with Google Earth and Art&Culture and exploring exhibits and materials related to Korean cultural assets there, exploring Korean cultural assets and art galleries using VR and AR, and collecting related cultural and artistic materials. . In addition, through the process of creating and presenting materials based on the metaverse, interaction was promoted, so that the understand-ing of each country's culture and arts and English ability could be improved together. Results: The English learning program presented in this study consists of various tasks such as experiencing culture and art contents through AR and VR, collecting cultural and art-related materials, and producing presen-tation materials. Roughly speaking, in the introduction part, learning objectives and key expressions are intro-duced by using the functions of the metaverse platform ZEP and the online learning tool 'edpuzzle', and motiva-tion is induced through videos. In the development stage, AR and VR-based apps such as ZEP, Google Earth, Art & Culture, etc. are used to visit museums in Korea or British and American countries, research related culture and art, and collect data. Then, by specifying the topic for each group, use ZEP, Google Earth, etc. to produce mate-rials that can be presented. After that, practical presentations using ZEP and feedback (instructors and colleagues) are provided. In the final organizing stage, there may be quiz solving using QuizN and sharing opinions about the class through online learning tools such as Jamboard and Padlet. Conclusion: In this program, ZEP, a metaverse platform capable of interactive communication such as various avatars, virtual theme spaces, images, and PDFs, was used to enable task execution and practical interaction. In addition, by using various online learning tools in a new environment and context, students will be able to develop self-directed learning skills, problem-solving skills, and digital literacy skills. Through this metaverse-based Eng-lish learning program, learners will be able to experience various forms of cultural arts and realistic content, and furthermore, they will be able to participate in convergence cultural thinking expansion and future-oriented clas-ses.