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<p>This study examines behavioral intention to use healthcare metaverse platforms among medical students and physicians in Turkey, where such technologies remain at an early stage of adoption. A complementary multi-theoretical framework is developed drawing on Innovation Diffusion Theory, Embodied Social Presence Theory, the Interaction Equivalency Theorem, and the Technology Acceptance Model, and is tested using partial least squares structural equation modeling (PLS-SEM). Survey data from 718 participants indicate that satisfaction, perceived usefulness, perceived ease of use, learner–teacher and learner–learner interactions, and technology readiness are positively associated with behavioral intention, whereas technology anxiety and perceived complexity are negatively associated. Learner–teacher and learner–learner interactions strongly predict satisfaction, which in turn increases behavioral intention. Perceived ease of use fully mediates the relationship between technology anxiety and perceived usefulness. Technology anxiety does not significantly moderate the effects of perceived usefulness or perceived ease of use on behavioral intention. The model explains 71.8% of the variance in behavioral intention; this value is interpreted cautiously and considered alongside theoretical coherence and path-level relationships. Practical implications are offered for educators, curriculum designers, and developers seeking to integrate metaverse platforms into healthcare training in digitally transitioning educational systems.</p>

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Integrating metaverse technologies in medical education: examining acceptance factors among current and future healthcare providers

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年7月17日

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  • Seckin Damar,
  • Gulsah Hancerliogullari Koksalmis

摘要

This study examines behavioral intention to use healthcare metaverse platforms among medical students and physicians in Turkey, where such technologies remain at an early stage of adoption. A complementary multi-theoretical framework is developed drawing on Innovation Diffusion Theory, Embodied Social Presence Theory, the Interaction Equivalency Theorem, and the Technology Acceptance Model, and is tested using partial least squares structural equation modeling (PLS-SEM). Survey data from 718 participants indicate that satisfaction, perceived usefulness, perceived ease of use, learner–teacher and learner–learner interactions, and technology readiness are positively associated with behavioral intention, whereas technology anxiety and perceived complexity are negatively associated. Learner–teacher and learner–learner interactions strongly predict satisfaction, which in turn increases behavioral intention. Perceived ease of use fully mediates the relationship between technology anxiety and perceived usefulness. Technology anxiety does not significantly moderate the effects of perceived usefulness or perceived ease of use on behavioral intention. The model explains 71.8% of the variance in behavioral intention; this value is interpreted cautiously and considered alongside theoretical coherence and path-level relationships. Practical implications are offered for educators, curriculum designers, and developers seeking to integrate metaverse platforms into healthcare training in digitally transitioning educational systems.