Metaverse Training Strengthens Infectious Disease Preparedness
METAVERSE based infectious disease training improved engagement and self-directed learning for school nurses in this qualitative study.
Metaverse Infectious Disease Training Increased Engagement
A qualitative study of 10 school nurses found that metaverse based simulation training offered a more immersive and engaging approach to infectious disease preparedness than conventional face to face exercises. Participants described the experience as visually stimulating and easier to follow, with interactive features such as quizzes, missions, and avatar-based movement helping to reinforce learning. They reported that this format encouraged attention, supported review of unfamiliar content, and promoted more active participation in training.
The findings suggest that metaverse infectious disease training may offer practical educational value in school settings where traditional simulation exercises can feel overly procedural or reduced to script reading. Participants felt the virtual environment made training more memorable and helped them better understand their role in outbreak response. The ability to revisit content independently also supported self-directed learning, which may be especially valuable in settings where staff need flexible opportunities to strengthen preparedness.
Educational Focus Must Be Protected
Despite these benefits, school nurses also raised concerns that highly gamified elements could distract from the core educational goal. Some participants worried that learners might focus more on completing tasks or collecting rewards than understanding the full infectious disease response process. They suggested that stronger scenario design, clearer step by step guidance, and minimum time requirements within each virtual space could help preserve educational depth.
Participants also felt the scenarios should better reflect real school-based outbreak management. They highlighted the need to include a wider range of personnel, including administrators, teachers, and other staff, to mirror the collaborative nature of infectious disease response in practice. Greater realism, they suggested, could improve both relevance and uptake.
Real World Use Depends on Support
Although participants were positive about using ready-made platforms, they viewed building metaverse programs themselves as unrealistic because of time demands, technical complexity, and limited incentives. They also identified unstable internet connections, uneven device access, and variable digital literacy as practical barriers to implementation. Support for large groups was another concern, particularly if one school nurse was expected to manage the process alone.
Overall, the study indicates that metaverse infectious disease training shows promise as an innovative strategy for preparedness education, but successful implementation will depend on infrastructure, leadership support, and accessible platform design. The authors also point to the need for customizable templates and professional development to help school nurses adapt digital training without carrying the full burden of content creation.
Reference
Jeong IS et al. Exploring school nurses’ experiences of a metaverse-based infectious disease simulation training: qualitative study. Int J Qual Stud Health Well-being. 2026;21(1):2647088.
Featured image: Kamon Wongnon on Adobe Stock
