Makyung in Metaverse: Issues and Challenges of Delivering Performing Arts Education in The Virtual Worlds

Abstract

Metaverse potentially translates physical face-to-face (f2f) education into the virtual environment. Current research indicates that the technology is already employed in social and gaming activities yet is still in its infancy in education, particularly in teaching Makyung (noun: [ma/. yung] alternative spelling: Mak Yong/Makyong) performing arts. This study aims to examine the potentials, issues and challenges associated with tutoring performing arts in the metaverse through observing an adiguru (master) tutoring Makyung class in a virtual world (metaverse) platform that is accessible through Virtual Reality (VR) and web. A cross-sectional study is conducted involving Malaysian educators and cultural experts using a semi-structured interview. A thematic analysis is carried out based on the focus group interview, and open-ended questionnaires are transcribed verbatim. Findings showed that despite tutors being challenged by movement limitation, self-regulation, sense of presence, technological competency, and e-learning system support, such platforms provided a potential domain for aspiring practitioners. Considering the challenges, the metaverse could be beneficial for delivering cultural performing arts education. Therefore, future research will focus on designing a metaverse-based performing arts teaching and learning assessment tool.