Factors Affecting Medical Students’ Acceptance of the Metaverse System in Medical Training in the United Arab Emirates

Abstract

Aim: Medical training activities have been disrupted in many regions following the outbreak and rapid spread of the coronavirus disease 2019 (COVID-19) across the globe. The most affected areas include organizations’ process of leveraging high-tech medical equipment from abroad to facilitate a practical approach to learning. Also, as countries implemented COVID-19 safety regulations, it became difficult for organizations to conduct face-to-face training. Consequently, non-face-to-face learning methods have been introduced in the medical field to enable instructors to remotely engage with learners. The current research investigated the students' perceptions of the use of metaverse systems in medical training within the medical community of the United Arab Emirates (UAE).

Methods: A conceptual model comprising the adoption properties of personal innovativeness, perceived enjoyment, and Technology Acceptance Model concepts was utilised. The current research targeted students in UAE medical universities. Data was obtained by conducting online surveys that were implemented in the winter semester of 2021/2022 between 15th February and 15th May 2022. 500 questionnaires were issued to students following their voluntary participation and 435 questionnaire responses were obtained i.e. an 87% response rate. The research team tested the measurement model employing Structural Equation Modeling using Smart Partial Least Squares Version (3.2.7).

Results: Statistically significant associations were confirmed to exist between Personal Innovativeness (PI) influenced by both the Perceived Ease of Use (PEOU), and Perceived Usefulness (PU) (β= 0.456) and (β= 0.563) at P<0.001. The statistically significant associations involving Perceived Enjoyment (EJ) and PEOU and PU (β= 0.554, P<0.05), (β= 0.571, P<0.05) were further confirmed. Additionally, PEOU had a relationship with PU (β= 0.863, P<0.001). Eventually, PEOU and PU significantly influenced the participants’ inclination to use the metaverse technology with (β= 0.745, P<0.001) and (β= 0.416, P<0.001), respectively.

Conclusion: Conclusions made during the research add to the existing literature regarding technology adoption by demonstrating how adoption properties, perceived enjoyment, and personal innovativeness influence students’ perceptions concerning innovational technologies used in education.

Conflicts of interest: None declared.