Assessing Learner Readiness and Expectations for Metaverse-Based Education: A Pre-Survey Analysis of EON XR in Healthcare Service Quality Course
Abstract
Immersive technologies, specifically augmented reality, virtual reality and Metaverse-based learning platforms have evolved higher education and have transformed the way higher education systems are taught and implemented. In healthcare education, these technologies could enhance students' comprehension of complicated knowledge by using realistic simulation strategies and three-dimensional visualization. This study was conducted to evaluate the technology readiness, students’ prior experience and learning expectations regarding the deployment of the EON XR Metaverse platform in a healthcare service quality course. With a structured questionnaire, a quantitative cross-sectional pre-survey was conducted among 77 undergraduate students. It assessed digital readiness, availability of technology resources, exposure to immersive technologies and expectations about Metaverse-assisted learning. A descriptive statistical analysis indicates a high level that students have confidence and comfort in using digital technologies, which is a sign of very strong technological readiness. Moreover, participants were not familiar with AR/VR applications or the EON XR platform, indicating that immersive education was another area of study for most participants. Despite this lack of exposure, students expressed very favorable expectations towards Metaverse-based learning. They felt that EON XR would represent a more stimulating academic learning experience than traditional lectures, enhance visualization of healthcare service quality concepts and lead to better understanding. Overall, the findings revealed that students were willing and ready to work with Metaverse-enhanced education. Nonetheless, ensuring effective implementation will depend on proper orientation and technical assistance along with addressing differences in device accessibility and internet connectivity, to enhance both the learning process and equity in learning opportunities.
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