Research Outputs (Educational Studies)
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Item Is Metaverse in education a blessing or a curse: a combined content and bibliometric analysis(2022-07-06) Tlili, Ahmed; Huang, Ronghuai; Shehata, Boulus; Liu, Dejian; Zhao, Jialu; Metwally, Ahmed H. S.; Wang, Huanhuan; Denden, Mouna; Bozkurt, Aras; Lee, Lik-Hang; Beyoglu, Dogus; Altinay, Fahriye; Sharma, Ramesh C.; Altinay, Zehra; Li, Zhisheng; Liu, Jiahao; Ahmad, Faizan; Hu, Ying; Salha, Soheil; Abed, Mourad; Burgos, DanielAbstract The Metaverse has been the centre of attraction for educationists for quite some time. This field got renewed interest with the announcement of social media giant Facebook as it rebranding and positioning it as Meta. While several studies conducted literature reviews to summarize the findings related to the Metaverse in general, no study to the best of our knowledge focused on systematically summarizing the finding related to the Metaverse in education. To cover this gap, this study conducts a systematic literature review of the Metaverse in education. It then applies both content and bibliometric analysis to reveal the research trends, focus, and limitations of this research topic. The obtained findings reveal the research gap in lifelogging applications in educational Metaverse. The findings also show that the design of Metaverse in education has evolved over generations, where generation Z is more targeted with artificial intelligence technologies compared to generation X or Y. In terms of learning scenarios, there have been very few studies focusing on mobile learning, hybrid learning, and micro learning. Additionally, no study focused on using the Metaverse in education for students with disabilities. The findings of this study provide a roadmap of future research directions to be taken into consideration and investigated to enhance the adoption of the Metaverse in education worldwide, as well as to enhance the learning and teaching experiences in the Metaverse.Item Teaching African Philosophy and a Postmodern Dis-Position(Palgrave, 2017) Higgs, PhilipThe teaching of African philosophy has drawn much attention by way of critical reflection and commentary. In this chapter, Higgs claims that the teaching of African philosophy should be opposed to that formulation of knowledge espoused by modern Western/European thought where rationality is closely connected to knowledge. Higgs further argues that the teaching of African philosophy should take cognisance of an African knowledge culture that does not only include the idea of what I refer to as “plural conversations in an inter-African context,” but also includes a cross-cultural epistemic which facilitates cross-cultural dialogue and understanding. In the light of this, the chapter proposes an orientation to the teaching of African philosophy that has cultural relevance insofar as it is mounted on concepts peculiar to an inter-African context, as well as in the larger context of a continuing cross-cultural dialogue. Such an orientation to the teaching of African philosophy acknowledges the necessity to develop the ability to grasp the fundamentals of indigenous African cultures and other cultures by way of adopting and living out what I call a postmodern dis-position.