Systematic literature review: The adaptation of distance learning process during the COVID-19 pandemic using virtual educational spaces in metaverse

Fostering Design Thinking mindset for university students with NPCs in the metaverse

This study investigates the efficacy of Non-Player Characters (NPCs) in the metaverse as a tool for enhancing the design thinking mindset of university students. Utilizing a controlled experimental design, we compared the design thinking competencies of two student groups: those who interacted with NPCs in the metaverse and those who did not. Over design thinking mindset questionnaire and four assignments, we measured dimensions of design thinking, including Human centeredness, Empathy, Mindfulness and awareness of process, Holistic view; Problem reframing; Team Working; Multi-/inter-/cross-disciplinary collaborative teams, Open to different perspectives/diversity, using a t-test for statistical significance. The findings reveal that NPCs significantly foster the development of Empathy, Problem reframing, and Open to different perspectives/diversity skills, which are essential to design thinking. In contrast, no significant effect was observed in the areas of human-centeredness, process awareness, team working, and collaboration in diverse disciplines. The use of NPCs was particularly impactful in complex tasks, as evidenced by the increasing effectiveness observed in later assignments. The results underscore the selective benefits of NPCs in metaverse learning environments, suggesting that their integration should be strategically targeted to enhance specific design thinking skills. The study suggests a potential for NPCs to play a significant role in long-term learning strategies, where a step-by-step skill acquisition could culminate in advanced design thinking tasks. These insights pave the way for educators to develop nuanced curricula that leverage the strengths of NPCs and for further research to optimize their use in educational metaverse platforms.

A comprehensive study on unraveling the advances of immersive technologies (VR/AR/MR/XR) in the healthcare sector during the COVID-19: Challenges and solutions

The current COVID-19 pandemic has affected almost every aspect of life but its impact on the healthcare landscape is conspicuously adverse. However, digital technologies played a significant contribution in coping with the challenges spawned by this pandemic. In this list of applied digital technologies, the role of immersive technologies in battling COVID-19 is notice-worthy. Immersive technologies consisting of virtual reality (VR), augmented reality (AR), mixed reality (MR), extended reality (XR), metaverse, gamification, etc. have shown enormous market growth within the healthcare system, particularly with the emergence of pandemics. These technologies supplemented interactivity, immersive experience, 3D modeling, touching sensory elements, simulation, and feedback mechanisms to tackle the COVID-19 disease in healthcare systems. Keeping in view the applicability and significance of immersive technological advancement, the major aim of this study is to identify and highlight the role of immersive technologies concerning handling COVID-19 in the healthcare setup. The contribution of immersive technologies in the healthcare domain for the different purposes such as medical education, medical training, proctoring, online surgeries, stress management, social distancing, physical fitness, drug manufacturing and designing, and cognitive rehabilitation is highlighted. A comprehensive and in-depth analysis of the collected studies has been performed to understand the current research work and future research directions. A state-of-the-artwork is presented to identify and discuss the various issues involving the adoption of immersive technologies in the healthcare area. Furthermore, the solutions to these emerging challenges and issues have been provided based on an extensive literature study. The results of this study show that immersive technologies have the considerable potential to provide massive support to stakeholders in the healthcare system during current COVID-19 situation and future pandemics.

Cross-sectional study of attitudes toward online continuing dental education in Libya during the COVID-19 pandemic

During the COVID-19 pandemic, many educational institutions switched to e-learning educational platforms. This approach was essential but raised challenges, particularly in training practitioners for medical emergencies. This approach not only led to global challenges and a need for rapid adaptation, but also raised inequities across countries, with some facing far more technical challenges than others. In Libya, low investment in education technology and unpredictable internet connectivity limited its integration into schools and universities even before the pandemic. The current study reports feedback from an online continuing dental education (CDE) course for dental practitioners that was developed emergently during the pandemic and aimed to address the challenges posed by Libya's internet environment. Participants were recruited through social media and received an 8-hour online CDE course consisting of three modules. Participants were invited to complete a pre-course demographic/informational survey on a Google form. After passing all modules, students were prompted to complete a post-course survey consisting of 23, five-point Likert scale questions. Respondents included 43 females (74.1%) and 15 males (25.9%). For ~50% of the cohort (n = 32), this was their first online clinical course. 87.9% of post-course participants rated the course as a positive learning experience, while 90.9% agreed their learning outcomes had been achieved. Most participants (97%) agreed the course instructor explained all concepts clearly. In total, 81.8% agreed that the technology effectively supported their learning. Most agreed that a clear demarcation between each course module existed and that the language and depth of the material were adequate. Some students reported technical difficulties, and 33.3% saw repetitions in the modules. However, all post-course respondents said they would recommend the online course to colleagues. Libyan dental practitioners showed high satisfaction levels towards the e-learning process, course content, instructors' attitudes, and overall e-learning experience despite the inherent e-learning challenges posed in this country.

Urology: a trip into metaverse

PURPOSE

Metaverse is becoming an alternative world in which technology and virtual experiences are mixed with real life, and it holds the promise of changing our way of living. Healthcare is already changing thanks to Metaverse and its numerous applications. In particular, Urology and urologic patients can benefit in many ways from Metaverse.

METHODS

A non-systematic literature review identified recently published studies dealing with Metaverse. The database used for this review was PubMed, and the identified studies served as the base for a narrative analysis of the literature that explored the use of Metaverse in Urology.

RESULTS

Virtual consultations can enhance access to care and reduce distance and costs, and pain management and rehabilitation can find an incredible support in virtual reality, reducing anxiety and stress and improving adherence to therapy. Metaverse has the biggest potential in urologic surgery, where it can revolutionize both surgery planning, with 3D modeling and virtual surgeries, and intraoperatively, with augmented reality and artificial intelligence. Med Schools can implement Metaverse in anatomy and surgery lectures, providing an immersive environment for learning, and residents can use this platform for learning in a safe space at their own pace. However, there are also potential challenges and ethical concerns associated with the use of the metaverse in healthcare.

CONCLUSIONS

This paper provides an overview of the concept of the metaverse, its potential applications, challenges, and opportunities, and discusses the implications of its development in Urology.