Evaluation of the Metaverse for Teaching and Learning Pharmacology: A Mixed-Method Study

To assess the utility of metaverse and virtual reality as an educational platform for teaching pharmacology.

An experimental mixed-method study was conducted, in which participants were allocated to either metaverse-based or conventional teaching. The metaverse group included a 3D animated model of opioid receptors. To evaluate the effect of the teaching method, a knowledge retention test was performed within 24 hours of the session, and the scores, and time to complete the test were compared between the two groups. The metaverse group was asked to complete a survey that measured their satisfaction and attitude and to provide feedback using open-ended questions.

Ninety-eight students were included in the study. Forty-eight students (48.9%) were allocated to the metaverse group. Participants in the metaverse group scored higher in the knowledge retention test (3.3 vs 2.6; p < 0.0001) and required less time to complete the test (4.8 vs 5.3; p=0.034). Students in the metaverse group reported a positive attitude and comfort with the teaching platform.

Metaverse-based pharmacology teaching may offer an effective tool to enhance the learning experience and effectiveness of teaching.