Using the metaverse in teaching the topic of earthquakes in social studies: An action research

The aim of this study is to examine in detail how fourth-grade primary school students relate the topic of earthquakes to real life through a virtual reality application in the metaverse-based Social Studies course, as well as the possible problems that may arise during the implementation and how these problems can be resolved. The research specifically investigates the potential challenges that may arise during the implementation process and how these challenges can be addressed in detail. This study was conducted using the action research method, one of the qualitative research designs, and data were collected from six fourth-grade students. Data collection tools included interview forms, video recordings, and student diaries. During the analysis phase, content analysis, descriptive analysis, and thematic analysis techniques were employed. The findings indicate that disaster education in the Metaverse environment not only supports learning at the cognitive level but also promotes the development of practical skills that are integrated with real-life experiences. The structured and sequential nature of the learning process enabled students to actively engage with both the content and the process itself. This suggests that students experienced learning not only cognitively but also affectively and psychomotor-wise, thus undergoing a multidimensional learning process. Observations revealed that the majority of the students acquired sufficient knowledge and skills throughout the earthquake education activities conducted in the Metaverse environment. Success levels were balanced in terms of the use of virtual reality headsets and behaviors during and after an earthquake; however, variations were observed among students in the preparedness phase before the earthquake. Overall, most students demonstrated medium to high levels of success, indicating that Metaverse-based education can serve as an effective instructional tool in fostering disaster awareness and promoting appropriate behavioral responses. Student diaries showed increased disaster awareness and a sufficient acquisition of knowledge and skills, with students internalizing the learning process. In interviews, students expressed positive views, stating that the Metaverse environment enhanced visual and interactive learning compared to direct instruction, facilitated the application of theoretical knowledge, reduced physical fatigue, and increased learning retention. Students emphasized that the experiential and interactive nature of the Metaverse environment supported meaningful and lasting learning. In particular, affective feedback increased active student participation and contributed to deeper learning. Furthermore, the realistic experience provided by the virtual environment, along with visual and auditory materials, enriched the quality of the learning process. The safe and risk-free nature of the environment allowed students to move freely and engage more sensory channels, which were identified as key factors enhancing the efficiency of the learning setting. Based on the findings, the study offers various recommendations for policymakers, curriculum developers, technology developers, educators, and researchers. Keywords: Metaverse, virtual reality, earthquake education, primary school students, social studies course