Shin, H. Jeon, H., Chun, H., Choi, S., Kim, S., & Woo, J. (2023, July 20-23). Need assessment for metaverse-based nursing education on nurses and nursing students User experience and User interface assessment for metaverse platforms on nurses and nursing students [Oral Presentation]. The 34th International Nursing Research Congress, Abu Dhabi, UAE.

Purpose: In recent years, the metaverse is considered an alternative educational environment with immersive features reflecting the real world and improved user accessibility, interaction, and engagement (Kye et al., 2021; Petrigna & Musumeci, 2022; Tlili, et al., 2022; Zhong & Zheng, 2022). Prior to the application of the greatest potential of metaverse-based education, understanding the learner with different characteristics, as well as their perception and perspectives is essential (Hwang & Chien, 2022). This study aims to investigate the current status and recognition of the metaverse platforms utilization on nurses and nursing students and suggest actual application measures for using metaverse-based nursing education in the Republic of Korea. 

Methods: This study used a mixed-methods approach according to an explanatory sequential design. Nurses and nursing students were eligible to participate in this study. Data were collected from September to November, 2022. Following the experience of one of the developed virtual spaces in metaverse platforms including ZEPETO and Gather, participants assessed their sense of presence using Presence Questionnaire and user experience using the honeycomb model-based evaluation tool and User Experience Questionnaire. 

Results: Among total 450 participants, 200(44.4%) nurses 250(55.6%) nursing students responded to the survey. The majority had already experienced metaverse (80.0%, n = 360), and for this study, 66.2% (n = 298) of participants chose the screen-based metaverse platform, Gather, before answering the survey. The average score of sense of presence was 3.93 ± 0.63. Among the seven dimensions of the user experience honeycomb in metaverse, the scores of accessibility (3.71 ± 0.73) and desirability (3.67 ± 0.77) were the highest, while the scores of credibility was the lowest (3.26 ± 0.59). Also, participants scored the highest ratings for the stimulation (0.87 ± 1.12), attractiveness (0.83 ± 1.12), and novelty (0.78 ± 1.06) of the metaverse. Nurses were more likely to feel stronger presence in the metaverse and to have positive experience with the metaverse platform in all aspects than nursing students. Participants who chose the mobile-based platform ZEPETO reported more presence and a better user experience than those who chose the screen-based platform Gather in most areas except credibility and valuableness among the usability assessing dimensions. 

Conclusion: Based on the study findings, the metaverse has great potentials as highly accessible and interesting learning environment for healthcare education in the era of digital natives. It is necessary to design an effective learning environment on the metaverse considering the type of learner and the characteristics of the learner's preferred interface. Furthermore, the learner's expanded utilization of the metaverse should be taken into account for improving the learning experience.