Effectiveness of a Spatial.io-Based Metaverse for Enhancing Cooperative Learning among Radiology Students in a Quasi-Experimental Study

Abstract

Metaverse refers to a 3D virtual world in which immersive, interactive, and collaborative learning experiences can be achieved in higher education. In this study, a metaverse for educational purposes using Spatial.io was designed for training in interventional radiology and tested for its  effectiveness on enhancing cooperative learning of university students in Peru. The research was done using a quasi-experimental pretest-posttest design, where there was a control group (CG, n=18) and experimental group (EG,n=18). EG underwent 15 sessions of metaverse-based learning while the CG underwent conventional learning. Seven dimensions of cooperative learning were measured using a validated scale. The normality of data was evaluated by utlizing the Shapiro-Wilk test, and the differences between the groups were tested using the Mann-Whitney U test with a p < 0.05 level of significance. The findings showed a significant improvement in the outcomes of cooperative learning in the experimental group when comparing to the control group (p < 0.001 post-test). There was significant improvement in positive interdependence (p = 0.022), interaction (p = 0.006), social skills (p = 0.000), group reflection (p = 0.002), evaluation (p = 0.020), and tutoring (p = 0.000). However, there was no significant difference in the heterogeneity dimension (p = 0.279). The results have shown that Spatial.io metaverse can effectively boost cooperative learning and socialization skills of radiology students and therefore should be used as one of the innovative educational methods in health sciences.