This study examines pre-service teachers’ educational perceptions of digital physical expression activities while utilizing lifelogging tools such as Mocopi and Padlet with 58 pre-service teachers from two departments at C National University of Education.. Using Q methodology, the study proceeded through the following stages: the development of Q statements related to the research topic, the selection of participants as the P sample, and factor analysis to identify types of educational perceptions. As a result First, the Active Acceptance and Selective Utilization groups highlighted the positive aspects of lifelogging, including memory support, personalized learning experiences, and creative self-expression. Second, the Avoidant and Indifferent groups pointed out negative factors, such as concerns about privacy invasion, psychological burden, and digital fatigue. Third, the findings emphasized the need to provide user-tailored solutions for effective adoption. Fourth, lifelogging-based physical activities with Mocopi and Padlet were shown to foster social presence and strengthen mutual connectedness among learners.

This study proposes a metaverse-based educational platform and a future dance-centered learning environment equipped with advanced technology. It aims to develop digital competencies through process-oriented learning, incorporating understanding, creating, and analyzing dance. The research primarily relies on a literature review, along with scenario planning-based PSTE analysis, and the Futures Wheel method to explore scenarios related to the implementation of the dance space “Dance Mechatropolis”. As a result, four key scenarios were identified: Metaverse Digital Anomie, Metaverse Digital Tutoring, Decentralization of the Digital Generation, and Metaverse Collaboration Architecture. These scenarios provide direction for future school education and help anticipate emerging trends. Future dance-based education based on metaverse is expected to go one step further to customized education innovation and provide insights into intelligent holistic learning management and personalized optimal learning services.

The purpose of this study is to verify the effect of ‘Playing Metaverse Meta夢’ which is an ecological environmental arts education class incorporating a metaverse platform, on elementary school students' learning reality and active learning. Eleven elementary school students in the sixth grade from “A” Elementary School in Chungbuk were selected as the participants of the study and a single group pre-and post-design was used as a research method. This class was held for a total of six weeks from April 18 to May 23, 2023, for 90 min once a week. In terms of data processing, corresponding samples t-test and ANOVA were conducted through SPSS 21.0, and the significance level was p<.05. As a result, there were significant improvements in both learning reality and active learning. The study confirms that integrated art education contents using a metaverse platform, termed as ecological environmental art education, can increase elementary school students' learning reality and active learning.