Using Immersive Media 'Metaverse' as a Teaching Tool, Especially in Business Schools in the Accounting and Finance Classes
This paper investigates the potential advantages of incorporating immersive media (IM) technologies such as Augmented Reality (AR), Virtual Reality (VR), and Mixed Reality (MR) artificial intelligence (AI) and machine learning (ML) into accounting and finance education. The market for IM is expected to reach $300 billion by 2024, and organizations are using IM to create new goods, services, and experiences and streamline processes. Despite evidence that IM technologies increase learning outcomes by delivering a more participatory and engaging experience, students from minority-serving institutions frequently have limited access to IM technology and IM-focused education. This might exacerbate the digital gap and disfavor disadvantaged groups even further. The Metaverse, a communal virtual shared place generated by the convergence of digital and physical realities, marks a new stage in the growth of the internet and has the potential to revolutionize commerce. This research paper aims to contribute to the expanding body of knowledge in this area and make suggestions for future practice and study. The problem statement stresses the lack of inclusivity and equal access to IM-focused education for marginalized students, notably in accounting and finance. This study aims to evaluate the potential benefits of utilizing IM as a teaching tool in business schools, particularly accounting and finance departments, and to identify gaps in the existing literature. The study used a qualitative research approach, namely a literature review, to collect and analyze existing data on how business schools use IM as a teaching tool. The research design and techniques explore minority-serving school students' challenges in accessing IM technology and education and how IM can enhance classroom engagement and performance. The study aims to promote diversity and inclusiveness in the business sector and to contribute to existing efforts to prepare college graduates for the evolving corporate world.
Keywords:Finance, Accounting, Metaverse
Arity, V., & Vesty, G. (2020). Designing Authentic Assessments: Engaging Business Students in Flow Experience with Digital Technologies. Tertiary Education in a Time of Change: Disruptions, Challenges, and Strategies, 21-38. https://link.springer.com/chapter/10.1007/978-981-15-5883-2_3
Gonzales, A. (2017, May). Technology Maintenance: A New Frame for Studying Poverty and Marginalization. In Proceedings of the 2017 CHI Conference on Human Factors in Computing Systems (pp. 289-294). https://sci-hub.hkvisa.net/https://doi.org/10.1145/3025453.3025475
Haryana, M. R. A., Warsono, S., Achjari, D., & Nahartyo, E. (2022). Virtual Reality Learning Media with Innovative Learning Materials to Enhance Individual Learning Outcomes Based on Cognitive Load Theory. The International Journal of Management Education, 20(3), 100657. https://www.sciencedirect.com/science/article/abs/pii/S1472811722000593
Kore?ová, L., Gurný, P., Hvorecký, J., L?žek, P., & Rozehnal, P. (2022). Virtual Reality Retooling Humanities Courses: Finance and Marketing Experience at A Czech University. Applied Sciences, 12(19), 10170. https://www.mdpi.com/2076-3417/12/19/10170
Pachhandara, N. (2022, April 25). Looking Forward to The Future Of AR, VR And MR. Forbes. https://www.forbes.com/sites/forbestechcouncil/2022/04/25/looking-forward-to-the-future-of-ar-vr-and-mr/?sh=3ea3975865ca
Varty, A. K. (2022). Promoting Achievement for Community College STEM Students Through Equity-Minded Practices. CBE—Life Sciences Education, 21(2), ar25. https://www.lifescied.org/doi/full/10.1187/cbe.21-09-0237
Copyright (c) 2023 Jacob Ibrahim Habashi
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Any non-commercial use, distribution, adaptation, and reproduction in any medium is permitted as long as the original work is properly cited. However, caution and responsibility are required when reusing as the articles on the preprint server are not peer-reviewed. Readers are advised to check for the availability of any updated or peer-reviewed version.