Scholarlink

Background <p>Academic motivation is crucial in nursing education, as it directly impacts students’ engagement, learning outcomes, and professional development. With the rapid integration of digital technologies in education, digital literacy and immersive platforms, such as the metaverse, offer new avenues to enhance student motivation. However, limited research has explored how these factors interact to shape academic motivation among nursing students.</p> Objective <p>To examine the relationship between digital literacy, metaverse perspectives, and academic motivation among undergraduate nursing students, and to assess the mediating role of digital literacy in this relationship.</p> Design <p>The study employed a cross-sectional descriptive research design.</p> Method <p>A total of 427 undergraduate nursing students from a faculty in Cairo, Egypt, were recruited using simple random sampling. Data were collected in a time estimated to be about three months from January 2025 to April 2025, through validated written Arabic versions of the Digital Literacy Scale, Metaverse Scale, and Academic Motivation Scale. Descriptive statistics, correlation analyses, and structural equation modeling were used to analyze the data.</p> Results <p>Students reported moderate to high levels of academic motivation, digital literacy, and awareness of the metaverse. Significant positive correlations were found among the three variables. SEM revealed that metaverse perspectives significantly predicted digital literacy (β = 0.802), which in turn predicted academic motivation (β = 0.306). A partial mediating effect of digital literacy was identified between metaverse perspectives and academic motivation.</p> Conclusion <p>Digital literacy and metaverse engagement are key drivers of academic motivation in nursing education.</p> Implications <p>Nursing curricula should integrate immersive technologies and digital literacy training to foster sustained academic motivation and better prepare students for digitally driven healthcare environments.</p> Clinical trial number <p>Not applicable.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Bridging virtual and real learning: the role of digital literacy and metaverse perspectives in enhancing academic motivation in nursing education

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年8月25日

查看全文
  • Shaimaa Mohamed Amin,
  • Mohamed Hussein Ramadan Atta,
  • Aliaa Ezz Eldin Abd Elmoaty,
  • Hossam Ali Ismail,
  • Mohamed Hashem Kotp,
  • Hassan Ahmed Awad Basyouny,
  • Mohamed Ahmed Aly,
  • Ahmed Abdelwahab Ibrahim El-Sayed

摘要

Background

Academic motivation is crucial in nursing education, as it directly impacts students’ engagement, learning outcomes, and professional development. With the rapid integration of digital technologies in education, digital literacy and immersive platforms, such as the metaverse, offer new avenues to enhance student motivation. However, limited research has explored how these factors interact to shape academic motivation among nursing students.

Objective

To examine the relationship between digital literacy, metaverse perspectives, and academic motivation among undergraduate nursing students, and to assess the mediating role of digital literacy in this relationship.

Design

The study employed a cross-sectional descriptive research design.

Method

A total of 427 undergraduate nursing students from a faculty in Cairo, Egypt, were recruited using simple random sampling. Data were collected in a time estimated to be about three months from January 2025 to April 2025, through validated written Arabic versions of the Digital Literacy Scale, Metaverse Scale, and Academic Motivation Scale. Descriptive statistics, correlation analyses, and structural equation modeling were used to analyze the data.

Results

Students reported moderate to high levels of academic motivation, digital literacy, and awareness of the metaverse. Significant positive correlations were found among the three variables. SEM revealed that metaverse perspectives significantly predicted digital literacy (β = 0.802), which in turn predicted academic motivation (β = 0.306). A partial mediating effect of digital literacy was identified between metaverse perspectives and academic motivation.

Conclusion

Digital literacy and metaverse engagement are key drivers of academic motivation in nursing education.

Implications

Nursing curricula should integrate immersive technologies and digital literacy training to foster sustained academic motivation and better prepare students for digitally driven healthcare environments.

Clinical trial number

Not applicable.