Evidence map›Paper›PMID 40855544›Full record

ArticleBMC nursing2025

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

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

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Article in BMC nursing, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.

0numbers the graph read from it
0cells of the map it votes in
5citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

5 citing papers in PubMed.

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4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

8 authors.

Shaimaa Mohamed AminCommunity Health Nursing Department, Faculty of Nursing, Damanhur University, Damanhur, Egypt.
Mohamed Hussein Ramadan AttaPsychiatric and Mental-Health Nursing Department, Faculty of Nursing, Alexandria University, Alexandria, Egypt.
Aliaa Ezz Eldin Abd ElmoatyNursing Administration Department, Faculty of Nursing, Helwan University, Cairo, Egypt.
Hossam Ali IsmailNursing Administration Department, Faculty of Nursing, Helwan University, Cairo, Egypt.
Mohamed Hashem KotpNursing Administration Department, Faculty of Nursing, Helwan University, Cairo, Egypt.
Hassan Ahmed Awad BasyounyNursing Administration Department, Faculty of Nursing, Helwan University, Cairo, Egypt.
Mohamed Ahmed AlyNursing Administration Department, Faculty of Nursing, Helwan University, Cairo, Egypt.
Ahmed Abdelwahab Ibrahim El-SayedNursing Administration Department, Faculty of Nursing, Alexandria University, Alexandria, Egypt. ahmed-abdelwahab@alexu.edu.eg.ORCID http://orcid.org/0000-0001-9124-0808

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

backgroundAcademic 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.

objectiveTo 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.

designThe study employed a cross-sectional descriptive research design.

methodA 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.

resultsStudents 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.

conclusionDigital 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.

Indexed as

Academic motivationDigital literacyImmersive learningMetaverseNursing educationNursing studentsStructural equation modelingTechnology-enhanced learning

Identifiers

PMID40855544
PMCPMC12379490

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Registered trials

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.