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This study introduces metaverse tours as an innovative method for early childhood educators to explore the layout and design of Early Childhood Education and Care (ECEC) settings. Using digital twin technology, nursery schools were recreated within a metaverse environment, enabling educators to examine layouts and designs beyond physical constraints. The metaverse tours were conducted in desktop (2D) mode. To evaluate their effectiveness compared to video tours, 14 assistant head teachers from nursery schools in Yokohama City, Kanagawa Prefecture, Japan, participated in the study. Satisfaction of the visits, usability, perceived presence, applicability to future visits, and cybersickness were assessed through quantitative measures, while qualitative analyses focused on impressions during the tours and insights gained through them. Although some technical challenges, such as operational difficulties and VR sickness, were reported, the results demonstrated that metaverse tours enhanced awareness of creative spatial arrangements and supported professional learning for educators. Future work will aim to refine information presentation and display methods within the metaverse to further enhance learning outcomes.

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Metaverse Tours of Nursery Schools: A Learning Tool for Childcare Workers in ECEC Settings

  • 会议论文

  • 发表日期：

    2025年

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  • Shunsuke Kikuchi,
  • Momoko Nakatani,
  • Yuki Taoka,
  • Ryota Doi,
  • Naoki Mukawa

摘要

This study introduces metaverse tours as an innovative method for early childhood educators to explore the layout and design of Early Childhood Education and Care (ECEC) settings. Using digital twin technology, nursery schools were recreated within a metaverse environment, enabling educators to examine layouts and designs beyond physical constraints. The metaverse tours were conducted in desktop (2D) mode. To evaluate their effectiveness compared to video tours, 14 assistant head teachers from nursery schools in Yokohama City, Kanagawa Prefecture, Japan, participated in the study. Satisfaction of the visits, usability, perceived presence, applicability to future visits, and cybersickness were assessed through quantitative measures, while qualitative analyses focused on impressions during the tours and insights gained through them. Although some technical challenges, such as operational difficulties and VR sickness, were reported, the results demonstrated that metaverse tours enhanced awareness of creative spatial arrangements and supported professional learning for educators. Future work will aim to refine information presentation and display methods within the metaverse to further enhance learning outcomes.