Problem-Based Learning in the Metaverse Environment: Evaluation of Virtual Reality Applications in Medical Education
Guardado en:
| Udgivet i: | Journal of Learning and Teaching in Digital Age vol. 10, no. 2 (2025), p. 109 |
|---|---|
| Hovedforfatter: | |
| Andre forfattere: | , |
| Udgivet: |
Journal of Learning and Teaching in Digital Age
|
| Fag: | |
| Online adgang: | Citation/Abstract Full text outside of ProQuest |
| Tags: |
Ingen Tags, Vær først til at tagge denne postø!
|
MARC
| LEADER | 00000nab a2200000uu 4500 | ||
|---|---|---|---|
| 001 | 3237388833 | ||
| 003 | UK-CbPIL | ||
| 035 | |a 3237388833 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 084 | |a EJ1477540 | ||
| 100 | 1 | |a Gencer, Gülcan | |
| 245 | 1 | |a Problem-Based Learning in the Metaverse Environment: Evaluation of Virtual Reality Applications in Medical Education | |
| 260 | |b Journal of Learning and Teaching in Digital Age |c 2025 | ||
| 513 | |a Report Article | ||
| 520 | 3 | |a The metaverse is defined as an inevitable evolution of the internet and holds great potential as a new medium for social interaction. Its integration into educational environments has been increasingly recommended. This study aimed to explore a technology-supported solution for the challenges experienced in the problem-based learning (PBL) process used in medical faculties, taking into account the characteristics of the current digitally native generation. Twelve medical students who had previously received face-to-face PBL training participated in the study. They were asked to evaluate both virtual and face-to-face PBL sessions in terms of the educational facilitator, physical infrastructure, educational process, and scenario. Descriptive statistics, the Wilcoxon signed-rank test, and the Mann--Whitney U test were used to compare the groups. All participants reported higher satisfaction with virtual PBL across all sub-dimensions. The overall score comparison revealed a statistically significant difference in favor of virtual PBL (p < 0.05). A significant difference was also found among female participants (p < 0.05), whereas no significant difference was observed among male participants (p > 0.05). Gender-based comparisons showed no statistically significant difference in satisfaction (p > 0.05). In conclusion, virtual PBL sessions can effectively enhance medical students' clinical reasoning, problem-solving, and communication skills while providing a flexible and engaging learning environment with high levels of satisfaction. [Note: The page range (109-121) shown on the PDF is incorrect. The correct page range is 109-122.] | |
| 653 | |a Problem Based Learning | ||
| 653 | |a Medical Education | ||
| 653 | |a Computer Simulation | ||
| 653 | |a Computer Uses in Education | ||
| 653 | |a Medical Students | ||
| 653 | |a Blended Learning | ||
| 653 | |a Gender Differences | ||
| 653 | |a Student Satisfaction | ||
| 653 | |a Clinical Experience | ||
| 653 | |a Problem Solving | ||
| 653 | |a Communication Skills | ||
| 653 | |a Learning Objectives | ||
| 700 | 1 | |a Sensoy, Nazli | |
| 700 | 1 | |a Gencer, Kerem | |
| 773 | 0 | |t Journal of Learning and Teaching in Digital Age |g vol. 10, no. 2 (2025), p. 109 | |
| 786 | 0 | |d ProQuest |t ERIC | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3237388833/abstract/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full text outside of ProQuest |u http://eric.ed.gov/?id=EJ1477540 |