Enhancing Engagement and Applied Learning through Metaverse-Supported PBL in an Orthotics and Prosthetics Course for Physical Therapy Students

다국어 초록 (Multilingual Abstract)

Objective: This study was conducted to investigate the effects of a ZEP metaverse-supported, problem-based learning (PBL)approach on student engagement and applied learning in Orthotics & Prosthetics courses in physical therapy education.
Design: We conducted a descriptive case study.
Methods: Undergraduate physical therapy students participated in a 12-week course structured into five weeks of theoreticalinstruction and seven weeks of project-based learning. Utilizing the ZEP metaverse platform, students formed teams to createcompanies marketing virtual assistive devices, and collaboratively organized a simulated orthotic and prosthetic exposition.
Through designing virtual exhibition booths, interactive product presentations, and company narratives, the students engaged inroleplay and active knowledge construction. Learning activities were conducted in a hybrid format combining face-to-face lecturesand metaverse-based projects. After the course, a structured Likert scale survey and open-ended questions were used to evaluatestudent engagement, satisfaction, and perception of learning experience value.
Results: Over 90% of participants reported high levels of engagement and satisfaction. Students highlighted improvements incommunication, creativity, and confidence in applying clinical knowledge. Such immersive contextual learning experiencescontribute to the development of problem-solving and collaboration skills, aligning with the core principles of situated learningtheory.
Conclusions: Metaverse-based PBL can serve as an effective pedagogical strategy to enhance student participation, creativity,and application of theoretical knowledge to physical therapy education. This approach highlights the potential of integrating digitalplatforms into competency-based professional health curricula.