The Effect of a Gamified Metaverse-Based Education on Nursing Students' Knowledge and Attitudes Toward Ventrogluteal Intramuscular Injection

This study is designed to evaluate the effectiveness of a gamified, metaverse-based educational program on nursing students' knowledge and attitudes toward ventrogluteal intramuscular (IM) injection. Intramuscular injection is a fundamental nursing skill that requires accurate identification of anatomical landmarks and adherence to safe injection principles. Although the ventrogluteal site is recommended as a safe injection site due to its anatomical advantages, its use remains limited among nursing students, often due to insufficient knowledge, lack of confidence, and limited practical experience.

The study will be conducted using a quasi-experimental design with an intervention group and a control group. The study population will consist of first-year nursing students enrolled in a nursing program during the 2025-2026 academic year. Eligible participants who provide informed consent will be assigned to either the intervention group or the control group.

The intervention group will receive a gamified metaverse-based education program developed to support learning of ventrogluteal site anatomy, identification of the injection site using the V method, and the correct steps of intramuscular injection. The program includes interactive virtual learning modules, educational videos, and game-based assessment activities designed to enhance engagement and learning motivation. The control group will receive traditional education delivered through standard teaching methods commonly used in nursing education.

Data will be collected from both groups before and after the educational intervention. Data collection tools will include a sociodemographic information form, a knowledge test related to ventrogluteal intramuscular injection, and a learning attitude scale. Pre-intervention and post-intervention measurements will be compared to assess changes in knowledge levels and learning attitudes between and within groups.

The findings of this study are expected to contribute to the growing body of evidence on the use of digital, immersive, and gamified learning approaches in nursing education. The results may support the integration of metaverse-based educational strategies into nursing curricula and help improve safe injection practices by enhancing students' knowledge, confidence, and attitudes toward learning.