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

Onggirawan, Cindy Amanda; Kho, Jocelyn Michelle; Kartiwa, Arya Putra; Anderies,; Gunawan, Alexander Agung Santoso

doi:10.1016/j.procs.2022.12.137

Cited by 48 publications

(22 citation statements)

References 12 publications

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“…Although dentistry is a practice-based specialty, the incorporation of e-learning into dental education is now widespread. A paradigm shift towards online teaching occurred worldwide following the outbreak of the COVID-19 pandemic, including CDE [41][42][43][44][45][46][47]. This transition in learning was a new experience for both educators and learners [48,49].…”

Section: Discussionmentioning

confidence: 99%

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

Elemam,

El Swiah,

Durda

et al. 2024

PLoS ONE

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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.

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Section: Discussionmentioning

confidence: 99%

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

Elemam,

El Swiah,

Durda

et al. 2024

PLoS ONE

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“…In this regard, López-Belmonte et al ( 2023) developed a systematic review on the metaverse in education, in the context of the pandemic, in which they were able to determine that the factors on which the different studies focus are the impact on the improvement of learning and the "interaction, communication and student motivation for the use of the metaverse." In the same line, as part of a systematic review of the literature on the use of metaverses in distance learning due to the health emergency caused by COVID-19, Onggirawan et al (2023) concluded that the various applications in general contribute to an improvement in student learning, improving in their abilities to address real-world problems. his further supports what was determined in this systematic review, George- Reyes et al (2023) conclude that the metaverse has contributed to education by improving the interaction between students, leading to instances that go beyond communication processes, transforming digital spaces into almost real scenarios from permanent interaction and immersion.…”

Section: Discussionmentioning

confidence: 99%

The Metaverse in University Education during COVID-19: A Systematic Review of Success Factors

Chamorro-Atalaya,

Durán-Herrera,

Suarez-Bazalar

et al. 2023

IJLTER

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The experiences that the COVID-19 pandemic brought led educational institutions to use disruptive technologies that guaranteed continuity of learning in the face of any adverse scenario, ranging from the conceptual to the experiential. This article aims to describe how the metaverse contributed to university education, and through these factors the success of its application was evidenced. For which a systematic review of the literature was developed. The research is exploratory-descriptive level. A total of 738 documents from the Scopus, ERIC, Taylor & Francis, and Google Scholar databases were reviewed, from which 16 articles were finally extracted. The content analysis technique was used through the Atlas Ti software. With this, it was obtained as a result that the type of metaverse used to a greater extent was virtual reality. Likewise, the areas of study in which they were applied to a greater extent are in education: medicine, engineering and administration. In addition, the factors that evidenced the improvement in university education as an effect of the application of the metaverse are academic performance and interaction between students. It is concluded that, given the pandemic scenario and the need to continue the teaching-learning process considering the limitations offered by the virtual modality in which experiential learning is not developed, it led to the development of learning scenarios through the metaverse. However, it will be necessary to reduce the gaps in terms of teaching skills, create teaching scenarios in the virtual world, use and evaluate them permanently.

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“…In fact, it is known that virtual reality simulation could improve surgical skills both in general and in specific in vivo situations [ 8 – 11 ]. Dangerous or high-risk activities, such as difficult surgeries can be reproduced through virtual simulation environments [ 39 ], improving learning experience. Residents can learn how to perform a particular procedure from zero, in a complete start to end simulation (Fig.…”

Section: Education and Trainingmentioning

confidence: 99%

Urology: a trip into metaverse

et al. 2023

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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.

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

Cited by 48 publications

References 12 publications

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

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

The Metaverse in University Education during COVID-19: A Systematic Review of Success Factors

Urology: a trip into metaverse

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