Exploring music teachers’ experiences and perceptions of utilizing the Metaverse in music class

The purpose of this study is to investigate the experiences, perceptions, and effective teaching methods of music teachers utilizing the Metaverse in music classes. A survey was conducted with 88 secondary school music teachers in the Seoul and Gyeonggi regions. The collected data were analyzed using descriptive statistics, frequency analysis, Pearson correlation coefficient, and independent sample t-test. The results are as follows: First, teachers had a basic understanding of the terminology and concepts of the Metaverse and recognized it as a means to engage learners, showing willingness to integrate it into their music class. Second, music teachers who had attended training or had experience with Metaverse-based music classes felt confident in using it for various music activities, understanding the educational goals, and employing it appropriately. Third, teachers perceived that Metaverse-based music activities and class sturctures could include virtual instrument experiences, autonomous learing space navigation, use of diverse visual and three-dimensional learing materials, motivation enhacement, increased immersion, experiential learning, and activities in music appreciation. Fourth, anticipated difficulties included the burden of class preparation and limitations in communication infrastructure and device usage. Teachers identified the need for support and educational content on Metaverse usage for both instructors and learners, as well as sharing of best practices and class design strategies among teachers. This study higlights the deucational potential of the Metaverse in music education and provides foundational data for the direction of teacher trainging in digital media utilization.