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Background <p>Metaverse-based technologies are increasingly used in medical education; however, the association between student characteristics and usability and tolerability remains unclear. Thus, this study aimed to investigate the student characteristics associated with the usability and tolerability of a metaverse-based anatomy education system.</p> Methods <p>We conducted a cross-sectional study of 64 fifth- and sixth-year medical students who participated in a metaverse-based anatomy lecture using a head-mounted display. Usability was assessed using the System Usability Scale (SUS), and adverse events (e.g., headache, dizziness, nausea, fatigue) were evaluated using a self-reported questionnaire. Student characteristics, including age, gender, grade point average of the previous year, history of repeat grades, and Self-Directed Learning Rating Scale (SDLRS), were analyzed. Linear and logistic regression analyses were performed to identify factors associated with SUS scores and adverse events.</p> Results <p>The mean SUS score was 62.7, indicating marginally acceptable usability. Adverse events were reported in 34.4% of students. No student characteristics were significantly associated with SUS scores in multivariate analysis. In contrast, female gender (Adjusted OR = 4.22, 95% CI: 1.15–15.45), lower SDLRS ability to use basic study skills (Adjusted OR = 0.85, 95% CI: 0.71–0.99) and lower inquisitive mind (Adjusted OR = 0.70, 95% CI: 0.49–0.96) were independently associated with a higher incidence of adverse events.</p> Conclusions <p>Metaverse-based anatomy education could be considered broadly acceptable usability across diverse learners; however, tolerability varied according to student characteristics. Tailored support and careful implementation may be necessary to enhance safety and optimize learning experiences.</p>

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Student Characteristics Related to the Usability and Tolerability of a Metaverse-Based Anatomy Education System: A Cross-Sectional Study of 64 Medical Students

  • 期刊论文

  • 发表日期：

    2026年7月31日

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  • Takaomi Kobayashi,
  • Norio Fukumori,
  • Shun Yamashita,
  • Yasutomo Oda,
  • Masatsugu Tsukamoto,
  • Tomohito Yoshihara,
  • Hirohito Hirata,
  • Yu Toda,
  • Maki Sugimoto,
  • Tadatsugu Morimoto

摘要

Background

Metaverse-based technologies are increasingly used in medical education; however, the association between student characteristics and usability and tolerability remains unclear. Thus, this study aimed to investigate the student characteristics associated with the usability and tolerability of a metaverse-based anatomy education system.

Methods

We conducted a cross-sectional study of 64 fifth- and sixth-year medical students who participated in a metaverse-based anatomy lecture using a head-mounted display. Usability was assessed using the System Usability Scale (SUS), and adverse events (e.g., headache, dizziness, nausea, fatigue) were evaluated using a self-reported questionnaire. Student characteristics, including age, gender, grade point average of the previous year, history of repeat grades, and Self-Directed Learning Rating Scale (SDLRS), were analyzed. Linear and logistic regression analyses were performed to identify factors associated with SUS scores and adverse events.

Results

The mean SUS score was 62.7, indicating marginally acceptable usability. Adverse events were reported in 34.4% of students. No student characteristics were significantly associated with SUS scores in multivariate analysis. In contrast, female gender (Adjusted OR = 4.22, 95% CI: 1.15–15.45), lower SDLRS ability to use basic study skills (Adjusted OR = 0.85, 95% CI: 0.71–0.99) and lower inquisitive mind (Adjusted OR = 0.70, 95% CI: 0.49–0.96) were independently associated with a higher incidence of adverse events.

Conclusions

Metaverse-based anatomy education could be considered broadly acceptable usability across diverse learners; however, tolerability varied according to student characteristics. Tailored support and careful implementation may be necessary to enhance safety and optimize learning experiences.