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Digitization and automation have always had an immense impact on healthcare. It embraces every new and advanced technology. Recently the world has witnessed the prominence of the metaverse which is an emerging technology in digital space. The metaverse has huge potential to provide a plethora of health services seamlessly to patients and medical professionals with an immersive experience. This paper proposes the amalgamation of artificial intelligence and blockchain in the metaverse to provide better, faster, and more secure healthcare facilities in digital space with a realistic experience. Our proposed architecture can be summarized as follows. It consists of three environments, namely the doctor’s environment, the patient’s environment, and the metaverse environment. The doctors and patients interact in a metaverse environment assisted by blockchain technology which ensures the safety, security, and privacy of data. The metaverse environment is the main part of our proposed architecture. The doctors, patients, and nurses enter this environment by registering on the blockchain and they are represented by avatars in the metaverse environment. All the consultation activities between the doctor and the patient will be recorded and the data, i.e., images, speech, text, videos, clinical data, etc., will be gathered, transferred, and stored on the blockchain. These data are used for disease prediction and diagnosis by explainable artificial intelligence (XAI) models. The GradCAM and LIME approaches of XAI provide logical reasoning for the prediction of diseases and ensure trust, explainability, interpretability, and transparency regarding the diagnosis and prediction of diseases. Blockchain technology provides data security for patients while enabling transparency, traceability, and immutability regarding their data. These features of blockchain ensure trust among the patients regarding their data. Consequently, this proposed architecture ensures transparency and trust regarding both the diagnosis of diseases and the data security of the patient. We also explored the building block technologies of the metaverse. Furthermore, we also investigated the advantages and challenges of a metaverse in healthcare.

PurposeIn this study, a critical literature review was utilized in order to provide a clear review of the relevant existing studies. The literature was analyzed using the meta-synthesis technique to evaluate and integrate the findings in a single context.Design/methodology/approachDigital transformation in construction requires employing a wide range of various technologies. There is significant progress of research in adopting technologies such as unmanned aerial vehicles (UAVs), also known as drones, and immersive technologies in the construction industry over the last two decades. The purpose of this research is to assess the current status of employing UAVs and immersive technologies toward digitalizing the construction industry and highlighting the potential applications of these technologies, either individually or in combination and integration with each other.FindingsThe key findings are: (1) UAVs in conjunction with 4D building information modeling (BIM) can be used to assess the project progress and compliance checking of geometric design models, (2) immersive technologies can be used to enable controlling construction projects remotely, applying/checking end users’ requirements, construction education and team collaboration.Practical implicationsA detailed discussion around the application of UAVs and immersive technologies is provided. This is expected to support gaining an in-depth understanding of the practical applications of these technologies in the industry.Originality/valueThe review contributes a needed common basis for capturing progress made in UAVs and immersive technologies to date and assessing their impact on construction projects. Moreover, this paper opens a new horizon for novice researchers who will conduct research toward digitalized construction.

This umbrella review aims to ascertain the extent to which immersive Virtual Reality (VR) and Augmented Reality (AR) technologies improve specific competencies in healthcare professionals within medical education and training, in contrast to traditional educational methods or no intervention. Adhering to PRISMA guidelines and the PICOS approach, a systematic literature search was conducted across major databases to identify studies examining the use of VR and AR in medical education. Eligible studies were screened and categorized based on the PICOS criteria. Descriptive statistics and chi-square tests were employed to analyze the data, supplemented by the Fisher test for small sample sizes or specific conditions. The analysis involved cross-tabulating the stages of work (Development and Testing, Results, Evaluated) and variables of interest (Performance, Engagement, Performance and Engagement, Effectiveness, no evaluated) against the types of technologies used. Chi-square tests assessed the associations between these categorical variables. A total of 28 studies were included, with the majority reporting increased or positive effects from the use of immersive technologies. VR was the most frequently studied technology, particularly in the \"Performance\" and \"Results\" stages. The chi-square analysis, with a Pearson value close to significance (  = 0.052), suggested a non-significant trend toward the association of VR with improved outcomes. The results indicate that VR is a prevalent tool in the research landscape of medical education technologies, with a positive trend toward enhancing educational outcomes. However, the statistical analysis did not reveal a significant association, suggesting the need for further research with larger sample sizes. This review underscores the potential of immersive technologies to enhance medical training yet calls for more rigorous studies to establish definitive evidence of their efficacy.

The dynamic COVID-19 pandemic has destabilized education and forced academic centers to explore non-traditional teaching modalities. A key challenge this creates is in reconciling the fact that hands-on time in lab settings has been shown to increase student understanding and peak their interests. Traditional visualization methods are already limited and topics such as 3D molecular structures remain difficult to understand. This is where advances in Information and Communication Technologies (ICT), including remote meetings, Virtual Reality (VR), Augmented Reality (AR), Mixed Reality (MR), and Extended Reality (XR, so-called Metaverse) offer vast potential to revolutionize the education landscape. Specifically, how MR merges real and virtual life in a uniquely promising way and offers opportunities for entirely new educational applications. In this paper, we briefly overview and report our initial experience using MR to teach medical and pharmacy students. We also explore the future usefulness of MR in pharmacy education. MR mimics real-world experiences both in distance education and traditional laboratory classes. We also propose ICT-based systems designed to run on the Microsoft HoloLens2 MR goggles and can be successfully applied in medical and pharmacy coursework. The models were developed and implemented in Autodesk Maya and exported to Unity. Our findings demonstrate that MR-based solutions can be an excellent alternative to traditional classes, notably in medicine, anatomy, organic chemistry, and biochemistry (especially 3D molecular structures), in both remote and traditional in-person teaching modalities. MR therefore has the potential to become an integral part of medical education in both remote learning and in-person study.

Purpose The purpose of this paper is to contribute a framework that explains how value is formed during the usage of immersive technologies in industrial contexts. Design/methodology/approach Drawing on activity theory and a customer-dominant logic, the authors tentatively develop an activity-centric framework for value formation enabled by physical and mental activities conducted by users of immersive technologies. The authors evaluate the framework through a case study focusing on the use of virtual reality (VR) in an industrial setting. Findings The findings from the case study illustrate the tentative framework and specify how it is enacted by users in the studied context through three physical activities constituted by a set of actions and reflected in five emotional responses. Research limitations/implications Both researchers and practitioners may use the framework presented in this paper as a guide for further academic and practical developments concerning the value of immersive technologies such as VR and augmented reality. Originality/value The activity-centric framework contributes a novel perspective to the literature on value formation enabled by immersive technologies.

AI-powered immersive technologies integrate into physical and digital workspaces, disrupting traditional professional roles. We address two research questions. First, what factors specific to immersive technology usage impact healthcare professionals' perceptions, leading to immersive technology adoption? Moreover, how does this adoption impact the professional identity of healthcare professionals? Through a qualitative study of 84 doctors, our study identifies key factors related to ICT, individuals, and organizations related to AI-powered immersive technologies that influence adoption. ICT Factors include enhanced surgical planning, real-time data integration, training, and ethical and privacy concerns. Individual factors include the perception of self and social presence within virtual environments. Organizational Factors comprise how institutions design collaborative ecosystems, define accountability structures, and promote skill expansion. Based on adopting these technologies, we highlight four identities of adopters: Risk-Averse Adopters, Pragmatic Adopters, Informed Enthusiasts, and Technology Champions. Our study contributes to Immersive technology adoption literature by highlighting how different factors impact perceptions that drive doctors' adoption of these technologies. We also contribute to the literature on IS and Professional identity by highlighting that these technologies redefine professional identities. Our study offers practical insights for designing targeted training programs, inclusive adoption strategies, accountability frameworks, and data governance policies.

Immersive technologies in healthcare including virtual reality (VR), metaverse platforms, and 3D display technology are transforming global healthcare by improving medical education, advancing surgical training, enhancing patient preparedness, and facilitating remote collaboration. Adoption varies regionally due to infrastructure, cost, and digital literacy gaps. This study examined their impact on healthcare training and delivery outcomes and identified key integration barriers. This mixed-methods instructional-integration study spanning four regions, Japan, the Middle East and North Africa, China, and the United States, utilized pre- and post-training surveys. Participant confidence in using immersive technologies was rated on a 5-point Likert scale. Paired t-tests determined significance. Thematic analysis of qualitative data (open-ended responses) identified key benefits and implementation challenges. Of 350 healthcare professionals, 300 completed both surveys. Confidence improved significantly across all technologies: VR simulators (2.8-4.2), metaverse platforms (3.1-4.0), and 3D display systems (3.2-4.3), all  0.05. Regional trends were consistently positive, with favorable outcomes in surgical precision and spatial understanding (Cairo University, Al Faisal University). Thematic analysis cited expense (62%), limited infrastructure (56%), and need for context-specific training (49%) as key barriers; 88% of participants reported increased willingness towards applying immersive technology in healthcare settings. Immersive technologies significantly enhance medical education and procedural training, demonstrating cross-regional applicability. Favorable feedback-based gains in user confidence underscore their transformative potential. Equitable adoption requires tackling systemic barriers through strategic investment, localized customization, and international collaboration. These findings offer actionable insights to inform policy and program development for digital healthcare transformation.

Purpose Universities are constantly searching for best practices to promote sustainability when it comes to educating students of the English language. Although this area of study has recently gained the attention of scholars around the world there is still a need to explore it from various perspectives. Objective This study aims to comprehensively investigate the impact of digital immersive technology on the education of English language students, specifically focusing on its potential to promote critical thinking and self-directed learning for achieving sustainability in education through teamwork. The research will assess the influence of digital immersive experiences on enhancing learning outcomes, examining their role in fostering critical thinking skills and encouraging self-directed learning practices. Additionally, the study explores the collaborative aspects of digital immersive technology, evaluating its contribution to teamwork among students. Methodology The objective was achieved by using a survey questionnaire to collect data from 304 registered students in various universities in Beijing. Data analysis was conducted by applying Mplus 7.0 software. Findings The findings revealed that the use of digital immersive technology was pivotal for achieving sustainable education both directly and indirectly to an extent. In addition, team working moderated all the respective paths except the path involving the use of digital immersive technology and critical thinking. Implications These results generated implications for teachers and policymakers to promote and facilitate the use of digital technology for teaching the English language to students, encouraging them to develop critical skills and self-directed learning strategies. The study also offered guidance and deeper understanding for researchers to address the concerns linked to the use of digital technology and sustainable education particularly in their future endeavors.

This review examines the current applications, benefits, challenges, and future potential of artificial intelligence (AI) and immersive aviation technologies. AI has been applied across various domains, including flight operations, air traffic control, maintenance, and ground handling. AI enhances aviation safety by enabling pilot assistance systems, mitigating human error, streamlining safety management systems, and aiding in accident analysis. Lightweight AI models are crucial for mobile applications in aviation, particularly for resource-constrained environments such as drones. Hardware considerations involve trade-offs between energy-efficient field-programmable gate arrays and power-consuming graphics processing units. Battery and thermal management are critical for mobile device applications. Although AI integration has numerous benefits, including enhanced safety, improved efficiency, and reduced environmental impact, it also presents challenges. Addressing algorithmic bias, ensuring cybersecurity, and managing the relationship between human operators and AI systems are crucial. The future of aviation will likely involve even more sophisticated AI algorithms, advanced hardware, and increased integration of AI with augmented reality and virtual reality, creating new possibilities for training and operations, and ultimately leading to a safer, more efficient, and more sustainable aviation industry.

The article presents a theoretical examination of the challenges associated with incorporating immersive technologies into education. Based on the analysis of scientific research, the need to train future teachers to utilise immersive technologies in professional activities has been identified, driven by the digitalisation of education and the demands of the labour market. The feasibility of using immersive technologies in education has been substantiated. It has been established that the use of immersive technologies opens up new opportunities, giving the educational process clarity, focus, dynamism, safety, and effectiveness. The organisation of the educational process using virtual, augmented, and mixed reality technologies enhances students’ motivation and intensifies their educational activities. An algorithm for developing an Augmented Reality (AR) application is proposed using specialised software environments: the augmented reality software platform Vuforia and the multi-platform Unity toolkit. General requirements for the spatial model of the AR application and the key image, which contribute to their high-quality reproduction, are disclosed. The features of the process for training future teachers to use immersive technologies in their future professional activities, which is based on the implementation of an integrative approach, are revealed. The content of the discipline “Immersive Technologies in Education” is proposed. The course aims to train future teachers to develop virtual and augmented reality tools for visualising educational material and its implementation in the educational process. A pedagogical experiment was conducted to analyse its effectiveness. Analysis of the pedagogical experiment results demonstrates that immersive technologies are promising for education, and their capabilities enhance the quality of future teachers' training and contribute to creating a modern educational environment. У статті здійснено теоретичний аналіз проблеми застосування імерсивних технологій в освіті. На основі аналізу наукових досліджень визначено потребу в підготовці майбутніх педагогів до застосування імерсивних технологій у професійній діяльності, що обумовлено цифровізацією освіти і потребами ринку праці. Обґрунтовано доцільність застосування імерсивних технологій в освіті. Встановлено, що використання імерсивних технологій відкриває нові можливості та надає освітньому процесу властивостей наочності, цілеспрямованості, динамічності, безпеки та результативності. Організація освітнього процесу з використанням технологій віртуальної, доповненої та змішаної реальності сприяє підвищенню мотивації здобувачів освіти та активізації їх навчальної діяльності. Запропоновано алгоритм розробки AR-додатку за допомогою інтегрованого застосування спеціалізованих програмних середовищ: платформи програмного забезпечення доповненої реальності Vuforia та багатоплатформового інструментарію Unity. Розкрито загальні вимоги до просторової моделі AR-додатку та ключового зображення, які сприятимуть якісному їх відтворенню. Розкрито особливості процесу підготовки майбутніх педагогів до застосування імерсивних технологій у майбутній професійній діяльності, яка ґрунтується на реалізації інтегративного підходу. Запропоновано зміст дисципліни «Імерсивні технології в освіті». Метою курсу є навчити майбутніх педагогів розробляти засоби віртуальної і доповненої реальності для унаочнення навчального матеріалу та його впровадження в освітній процес. Для аналізу його ефективності проведено педагогічний експеримент. Аналіз результатів експерименту доводить, що імерсивні технології є перспективними в системі освіти, а їх можливості забезпечують якість підготовки майбутніх фахівців і сприяють створенню сучасного освітнього середовища.