Metaverse gamified aesthetic education - a think-aloud usability pilot study

Abstract Introduction Ten years on from the Keogh Review of cosmetic surgery in the UK, improvements in training and education are yet to be achieved. Gamified learning and metaverse technology have been posited as transformational media for learning. This study evaluates the usability of a metaverse gamified platform for aesthetic education. Methods An aesthetic education platform for administration of Botulinum Toxin was developed in Unity Game Engine. Qualitative semi-structured interviews were conducted using Nielsen’s (1994) usability testing of end-users, combining task-based assessment with free exploration of the platform. Articulated thoughts were transcribed, whilst the platform was screen recorded. Verbal and observational data were thematically analysed and coded, whilst barriers and facilitators were rated on a modified Likert scale. Results A total of eight medical students and junior doctors were included in the study. Six higher themes were developed including aesthetic interface, familiarity, coherence, interactivity, ease of use and utility. Coherence and interactivity were identified as the most potent drivers of learning, whilst familiarity and aesthetic interface were the biggest potential barriers. Conclusion A metaverse gamified educational platform in aesthetic plastic surgery is potentially usable and useful for doctors and medical students as a learning tool. Important facilitators include focus on in-game coherence and interactivity. Further work is needed to develop educational experiences further within metaverse settings in aesthetic plastic surgery to enhance education and promote patient safety.