The metaverse in nuclear medicine: transformative applications, challenges, and future directions.

The metaverse, a rapidly evolving virtual reality space, holds immense potential to revolutionize nuclear medicine by enhancing education, training, diagnostics, and therapeutics. This review explores the transformative applications of the metaverse in nuclear medicine, where immersive virtual learning environments, simulation-based training, artificial intelligence (AI)-powered decision support systems integrated into interactive three-dimensional (3D) visualizations, and personalized dosimetry using realistic patient-specific virtual models are seamlessly incorporated into the metaverse ecosystem, creating a synergistic platform for healthcare professionals and patients alike. However, the responsible and sustainable adoption of the metaverse in nuclear medicine requires a multidisciplinary approach to address challenges related to standardization, accessibility, data security, and ethical concerns. The formation of cross-disciplinary consortia, increased research and development (R&D) investment, and the strengthening of data governance and cybersecurity measures are crucial steps in ensuring the safe and effective integration of the metaverse in healthcare. As the metaverse continues to evolve, researchers, practitioners, and policymakers must collaborate and explore its potential, navigate the challenges, and shape a future where technology and medicine seamlessly integrate to enhance patient care and outcomes in nuclear medicine. Further research is needed to fully understand the implications of the metaverse in clinical practice, education, and research, as well as to develop evidence-based guidelines for its responsible implementation. By embracing responsible innovation and collaboration, the nuclear medicine community can harness the power of the metaverse to transform and improve patient care.

Diagnosing Cataracts in the Digital Age: A Survey on AI, Metaverse, and Digital Twin Applications.

PURPOSE: The study explores the evolving landscape of cataract diagnosis, focusing on both traditional methods and innovative technological integrations. It aims to address challenges with subjectivity in traditional cataract grading and to evaluate how new technologies can enhance diagnostic accuracy and accessibility. METHODS: The research introduces and examines the use of Artificial Intelligence (AI), Machine Learning (ML), and Deep Learning (DL) in automating and improving cataract screening processes. It also explores the role of the Metaverse, Digital Twins, and Teleophthalmology for immersive patient education, real-time virtual replicas of eyes, and remote access to specialized care. RESULTS: Various ML and DL techniques demonstrated significant accuracy in cataract detection. The integration of these technologies, along with the Metaverse, Digital Twins, and Teleophthalmology, provides a comprehensive framework for accurate and accessible cataract diagnosis. CONCLUSION: There is a notable paradigm shift toward individualized, predictive, and transformative eye care. The advancements in technology address existing diagnostic challenges and mitigate the shortage of ophthalmologists by extending high-quality care to underserved regions. These developments pave the way for improved cataract management and broader accessibility.

Beidou Navigation Satellite System metaverse resource sharing and commons sustainable development framework.

The metaverse represents a transformative landscape for human interaction, promising an immersive digital ecosystem where users can create, share, and experience resources in novel ways. Within this context, the establishment of Beidou Navigation Satellite System (BDS) commons in the metaverse is an exciting prospect that could revolutionize knowledge sharing, governance, and sustainability. This paper explores the potential of the metaverse as a platform for building BDS commons, focusing on three key dimensions: resource sharing, collaborative governance, and sustainable development. We examine the current state of research, identify existing gaps, and propose directions for future inquiries to fully harness the potential of the metaverse for global resource sharing and collective action.

The effect of technology-based service characteristics on relationship quality in metaverse exercise services: a questionnaire survey of bicycle simulator users in Korea.

BACKGROUND: As non-face-to-face contact has become a daily routine owing to the development of science and technology and impact of the coronavirus disease (COVID-19) pandemic, online technology-based services (TBSSs) have been expanding. Consequently, in virtual metaverse exercise spaces, the number of participants using TBSS is increasing. This study aimed to examine the effects of TBSS characteristics on the quality of the relationship between service providers and users of metaverse exercise services. METHODS: The participants were metaverse exercise service users in Korea, who were selected through purposive sampling (n = 254, 194 men, 61 women). A questionnaire survey was conducted to measure the participants' TBSS characteristics (enjoyment, stability, usefulness, ease of use, and reliability) and relationship quality (satisfaction, trust, and commitment). We analyzed the frequency, validity, reliability, and descriptive statistics of the collected data. Moreover, correlation and multivariate multiple regression analyses were conducted. RESULTS: Enjoyment, stability, usefulness, and reliability of TBSS had positive effects on satisfaction; however, ease of use did not have a significant effect. In addition, enjoyment, usefulness, ease of use, and reliability of TBSS had positive effects on trust; however, stability did not have a significant effect. Furthermore, enjoyment and reliability of TBSS had positive effects on commitment; however, usefulness, ease of use, and stability had no significant effects. CONCLUSIONS: This study provides metaverse exercise service providers with management strategies for attracting and retaining members. The results of this study could help develop effective TBSS and aid metaverse service companies facing a fiercely competitive environment.

Health sciences students' perspectives on metaverse and digital technology use: cross-sectional descriptive study.

BACKGROUND: Students' attitudes towards digital technologies affect their use of innovations in digital education. In the study, it was aimed to determine undergraduate health sciences students' views about the Metaverse and digital technology. METHODS: This study was a cross-sectional descriptive study. In the study sample, 289 health sciences students who voluntarily agreed to participate in the research and filled out the online data collection form were included. The Independent Samples T-Test, Multivariate ANOVA analysis of variance (MANOVA) and Pearson correlation analysis were used. P-values less than 0.05 were considered statistically significant. RESULTS: The mean score the participants obtained from the Metaverse Scale was 53.54 ± 9.00, indicating that their levels of knowledge and awareness about the Metaverse were high. The mean score they obtained from the Attitude Scale for Digital Technology was 135.98 ± 21.28, which indicated that displayed positive attitudes towards digital technology. There was no significant difference between the mean scores the participants obtained from the Attitude Scale for Digital Technology and the Metaverse Scale according to their departments and years in school. There was a positive and weak relationship between the Metaverse Scale scores and Attitude Scale for Digital Technology scores. CONCLUSIONS: The participants' knowledge and awareness levels about the Metaverse were high and they displayed positive attitudes towards digital technology. It is recommended that digital technologies should be used in planning undergraduate education and Metaverse platforms or applications in virtual classroom settings.

Analysing the public's beliefs, emotions and sentiments towards Metaverse workplace: A big-data qualitative inquiry.

The Metaverse is gaining attention as a potential future workplace, and advancements in VR/AR technologies are set to revolutionise how we work and collaborate. Extensive research using big data is still needed to fully comprehend the public's perception of this emerging field. Grounded in the Technology Acceptance Model (TAM), the Diffusion of Innovations Theory (DIT), and Social Presence Theory (SPT), this study seeks to fill this knowledge gap. Using a methodology that involved machine learning and qualitative analysis of big data, the research gathered comments from social media users on widely viewed YouTube videos discussing the Metaverse workplace. The initial dataset, which contained 6982 comments, underwent thorough cleaning processes, resulting in the analysis of 2804 comments through thematic, emotion, and sentiment analyses. The process of the thematic analysis revealed that out of the total comments, 472 were unclassified, while the remaining 2332 helped structure the public's beliefs about the Metaverse workplace into four overarching themes: 1- benefits of flexibility and accessibility (37 %), highlighting VR's potential to transform workspaces, especially for creative fields and efficient space use; 2- Health concerns (26 %), including eye strain and physical discomfort from prolonged headset use; 3- data privacy and corporate control fears (20 %), reflecting worries over pervasive data collection and potential misuse of power; 4- scepticism over readiness and practicality (17 %), noting visual clarity challenges and ergonomic issues. The overall vibes about working in the Metaverse are mixed. While more than half the sentiments were positive, expressing contentment, curiosity and enthusiasm, there were also concerns about health effects, data privacy, and integration issues. The public recognises Metaverse's potential for remote work, desiring improvements in areas like visual clarity, ergonomics and productivity support before widespread adoption. This study is a pioneering effort in the field, providing a first-of-its-kind structure of the public's beliefs about the Metaverse workplace, drawing upon naturally occurring data. The findings not only contribute to the academic understanding of the Metaverse workplace but also have significant implications for society and practitioners for optimising the positive aspects to enhance overall acceptance in this relatively understudied field.

Metaverse and its impact on medical education and health care system: A narrative review.

Background and Aims: The metaverse has enormous potential in health care, continuously developing and offering innovative solutions by combining artificial intelligence (AI), augmented reality (AR)/virtual reality (VR), Internet of Medical Devices, and quantum computing technologies. In addition to using virtual platforms to help and boost medical education, familiarity with this platform is necessary to strengthen medical skills and communication with patients in medical sciences in the future. Methods: We conducted a comprehensive search using keywords and their MeSH synonyms, including "metaverse," "medical education," and "health care," across PubMed, Scopus, and Web of Science. After screening the results, relevant articles were selected to inform the writing of this manuscript. Results: The metaverse is shaping the future of medical sciences, offering new opportunities for health education, advocacy training, and patient outcome improvement. The combination of real and virtual worlds may advance international relations, facilitate data sharing, increase medical care speed, and reduce infectious diseases. The metaverse, despite its benefits, has some limitations. Only 37% of 15-24-year-olds have internet access, and AR/VR glasses are expensive and may cause eye discomfort. It is also a potential risk for medical students, who may need help understanding the limitations of simulations and develop unrealistic expectations. Considering the metaverse as a supplement to clinical practice, not a replacement for supervised training, is crucial. Ethical concerns, data security, privacy, and lack of instructions for education are also issues. However, providing information about the metaverse can increase health care workers' attribution to use it for patient examinations, students' education, and tests. Conclusion: This paper explores the impact of the metaverse on medical science education and underscores the need to integrate the metaverse into all areas of medical sciences as a supplement to existing evidence.

A Digital Health Humanities Approach to the Three-Body Problem in Healthcare Education: Balancing the Science, Art and Tech with M.A.G.I.C.

In the provision of patient-centered care, healthcare professionals face a challenging triad that is analogous to the classical "Three-Body Problem" in physics, whereby any shifts in the dynamics of medical knowledge, narrative competence and digital technologies can tip the balance of healthcare education and practice. Drugs/Medications are often caught in the dichotomy of being both "heroes" and "villains", which underscores the necessity of a balanced, informed, and empathetic approach to patient care. Drawing inspiration from the popular novel and Netflix series, the dynamic interplay between the science of medical knowledge, the art of empathy and narrative competence, and the advancement of healthcare technologies to harmonise the diverse, yet interconnected domains, of medication management, medical humanities and digital health is demonstrated - in the emerging field of Digital Health Humanities. The novel project called M.A.G.I.C. is revealed, that blends the rigour of medical science with the nuanced understanding of patient narratives, and the cutting-edge potential of digital innovations like Generative Artificial Intelligence and the Metaverse, to create a holistic, learner-centered approach for the education of the healthcare professions.

The revolution of metaverse in surgery: a mini-review with video.

The virtual reality (VR) is an application in which people can interact each other with their own avatars. Metaverse has already been tested in numerous medical fields and health care as telemedicine, second opinion and remote discussion, but in surgery some fundamental concepts are not yet very widespread. In this study, we want to show our surgery and workshop experiences in the Metaverse to demonstrate the safety and efficiency of this new technology in surgery, in particular for telementoring and remote surgery, combining artificial intelligence (AI), augmented reality (AR) and VR.

Human-Guided Metaverse Synthesis for Quantum Dots: Advancing Nanomaterial Research through Augmented Artificial Intelligence.

This study proposes an innovative paradigm for metaverse-based synthesis experiments, aiming to enhance experimental optimization efficiency through human-guided parameter tuning in the metaverse and augmented artificial intelligence (AI) with human expertise. By integration of the metaverse experimental system with automated synthesis techniques, our goal is to profoundly extend the efficiency and advancement of materials chemistry. Leveraging advanced software algorithms and simulation techniques within the metaverse, we dynamically adjust synthesis parameters in real time, thereby minimizing the conventional trial-and-error methods inherent in laboratory experiments. In comparison fully AI-driven adjustments, this human-intervened approach to metaverse parameter tuning achieves desired results more rapidly. Coupled with automated synthesis techniques, experiments in the metaverse system can be swiftly realized. We validate the high synthesis efficiency and precision of this system through NaYF4:Yb/Tm nanocrystal synthesis experiments, highlighting its immense potential in nanomaterial studies. This pioneering approach not only simplifies the process of nanocrystal preparation but also paves the way for novel methodologies, laying the foundation for future breakthroughs in materials science and nanotechnology.

Investigating viewer engagement in esports through motivation and attitudes toward metaverse and NFTs.

As the esports industry continues its rapid growth, new opportunities such as the metaverse and non-fungible tokens (NFTs) are emerging, driven by the inherently digital nature of esports. To better understand viewer engagement in this evolving landscape, this study investigates viewer behavior in the context of watching esports. A survey was conducted on a sample of 312 esports viewers in South Korea, and the data was subsequently analyzed using structural equation modeling. The study's findings indicate that hedonic motivation is significantly correlated with attitudes toward esports and the utilization of esports in the metaverse. Furthermore, perceived enjoyment was found to significantly positively influence attitudes toward esports, the metaverse expansion of esports, and the use of esports via NFTs. Notably, attitudes toward esports showed a significant relationship with continuance intention. Both subjective norms and perceived behavioral control were also found to significantly influence continuance intention.

Sexual Interventions in the Metaverse: Attitudes Towards Novel Therapeutic Approaches, a Qualitative Study.

BACKGROUND AND OBJECTIVE: Mental health treatment for psychosexual problems is effective, but treatment rates are low. Metaverse-based therapy offers one solution to increase overall treatment rates. Understanding attitudes towards this novel approach could lead to wider adoption of metaverse-based therapy, resulting in higher treatment rates for psychosexual problems. METHODS: Twenty-one participants across three focus groups of different ages shared their perceptions and attitudes about metaverse-based therapy broadly and for treating sexual disorders. A content analysis of the transcribed text from the focus groups using qualitative data analysis software was conducted. RESULTS: Participants identified several perceived benefits of metaverse-based intervention, including avoiding the perceived embarrassment of going to a clinic and accessing patients (a) with diverse physical or mental functionality, (b) living in remote areas and/or (c) balancing different family/work obligations or duties. The two main concerns with metaverse-based therapy were the fear of online therapy being less personal than traditional therapy and the technological fluency needed. Clarifying their acceptance of the therapy, participants reported that they would be more likely to engage in metaverse-based therapy if they trusted their therapist. Also, although it might be effective for mild and moderate disorders, participants were more reluctant about its use for severe mental illness. CONCLUSIONS: Results suggest that attitudes towards metaverse-based intervention are mainly positive, since it removes some barriers that hinder access to psychological treatment in general and, specifically, for problems of a sexual nature. PATIENT AND PUBLIC CONTRIBUTION: During the design stage, a person with sexual difficulties was consulted to understand the patient's perspective. Members of the public advised the implementation of the focus groups. Three potential service users were involved in the coding of the text during the content analysis.

A Mixed Methods Pilot Study to Evaluate User Engagement with MedMicroMaps: A Novel Interactive E-learning Tool for Medical Microbiology.

Educators are witnessing the unfolding of the era of artificial intelligence, raising the question of how to transfer the benefits of yesterday's pedagogy to the future of education. An interactive digital mind map of infectious diseases was developed for second-year medical students (n = 865). Analysis of user engagement showed global distribution with 498 QR scans on a single day. Student responses (n = 79, 9.1% response rate) indicated positive feedback on the resources of Extremely Satisfied (range 65-75%, n = 59-51). The findings of the study support further expansion of MedMicroMaps to cross-platform interfaces with adaptations for diverse audiences within allied health fields. Supplementary Information: The online version contains supplementary material available at 10.1007/s40670-024-02047-3.

A study on the impact of open source metaverse immersive teaching method on emergency skills training for medical undergraduate students.

BACKGROUND: In recent years, the traditional simulation-based medical teaching approach has faced challenges in meeting the requirements of practical emergency medicine education. This study utilized open-source tools and software to develop immersive panoramic videos using virtual reality technology for emergency medical teaching. It aims to investigate the efficacy of this novel teaching methodology. This transformation shifted the focus from physical simulation to virtual simulation in medical education, establishing a metaverse for emergency medical teaching. METHODS: In accordance with the curriculum guidelines, the instructors produced panoramic videos demonstrating procedures such as spinal injury management, humeral fracture with abdominal wall intestinal tube prolapse, head and chest composite injuries, cardiopulmonary resuscitation, and tracheal intubation. Using Unity software, a virtual training application for bronchoscopy was developed and integrated into the PICO4 VR all-in-one device to create a metaverse teaching environment. Fourth-year medical undergraduate students were allocated into either an experimental group (n = 26) or a control group (n = 30) based on student IDs. The experimental group received instruction through the metaverse immersive teaching method, while the control group followed the traditional simulation-based medical teaching approach. Both groups participated in theoretical and practical lessons as usual. Subsequently, all students underwent a four-station Objective Structured Clinical Examination (OSCE) to assess the effectiveness of the teaching methods based on their performance. Additionally, students in the experimental group provided subjective evaluations to assess their acceptance of the new teaching approach. RESULTS: Before the training commenced, there were no significant statistical differences in the first aid test scores between the experimental and control groups. Following the training, the experimental group outperformed the control group in the four-station OSCE examination, with all P-values being less than 0.05. The satisfaction rate among the experimental group regarding the new teaching method reached 88.46%, reflecting levels of satisfaction and extreme satisfaction. CONCLUSION: The open-source metaverse immersive teaching method has demonstrated a positive impact on enhancing the emergency skills of medical undergraduate students, with a high level of acceptance among students. In comparison to traditional simulated medical teaching methods, this approach requires less time and space, incurring lower costs, and is deemed worthy of wider adoption.

Utilizing the Metaverse to Provide Innovative Psychosocial Support for Pediatric, Adolescent, and Young Adult Patients with Rare Cancer.

This study investigated the potential of the metaverse in providing psychological support for pediatric and AYA cancer patients, with a focus on those with rare cancers. The research involved ten cancer patients and survivors from four distinct regions in Japan, who participated in metaverse sessions using customizable avatars, facilitating interactions across geographical and temporal barriers. Surveys and qualitative feedback were collected to assess the psychosocial impact of the intervention. The results demonstrated that the metaverse enabled patients to connect with peers, share experiences, and receive emotional support. The anonymity provided by avatars helped reduce appearance-related anxiety and stigma associated with cancer treatment. A case study of a 19-year-old male with spinal Ewing's sarcoma highlighted the profound emotional relief fostered by metaverse interactions. The findings suggest that integrating virtual spaces into healthcare models can effectively address the unique needs of pediatric and AYA cancer patients, offering a transformative approach to delivering psychosocial support and fostering a global patient community. This innovative intervention has the potential to revolutionize patient care in the digital age.

Navigating the Metaverse: A New Virtual Tool with Promising Real Benefits for Breast Cancer Patients.

BC, affecting both women and men, is a complex disease where early diagnosis plays a crucial role in successful treatment and enhances patient survival rates. The Metaverse, a virtual world, may offer new, personalized approaches to diagnosing and treating BC. Although Artificial Intelligence (AI) is still in its early stages, its rapid advancement indicates potential applications within the healthcare sector, including consolidating patient information in one accessible location. This could provide physicians with more comprehensive insights into disease details. Leveraging the Metaverse could facilitate clinical data analysis and improve the precision of diagnosis, potentially allowing for more tailored treatments for BC patients. However, while this article highlights the possible transformative impacts of virtual technologies on BC treatment, it is important to approach these developments with cautious optimism, recognizing the need for further research and validation to ensure enhanced patient care with greater accuracy and efficiency.

The application of metaverse in healthcare.

While metaverse is widely discussed, comprehension of its intricacies remains limited to a select few. Conceptually akin to a three-dimensional embodiment of the Internet, the metaverse facilitates simultaneous existence in both physical and virtual domains. Fundamentally, it embodies a visually immersive virtual environment, striving for authenticity, where individuals engage in real-world activities such as commerce, gaming, social interaction, and leisure pursuits. The global pandemic has accelerated digital innovations across diverse sectors. Beyond strides in telehealth, payment systems, remote monitoring, and secure data exchange, substantial advancements have been achieved in artificial intelligence (AI), virtual reality (VR), augmented reality (AR), and blockchain technologies. Nevertheless, the metaverse, in its nascent stage, continues to evolve, harboring significant potential for revolutionizing healthcare. Through integration with the Internet of Medical Devices, quantum computing, and robotics, the metaverse stands poised to redefine healthcare systems, offering enhancements in surgical precision and therapeutic modalities, thus promising profound transformations within the industry.

Comparing Learning Outcomes of Machine-Guided Virtual Reality-Based Training With Educator-Guided Training in a Metaverse Environment: Randomized Controlled Trial.

BACKGROUND: Virtual reality (VR) modules are commonly used for health care training, such as adult advanced cardiac life support (ACLS), due to immersion and engagement. The metaverse differs from current VR serious gaming by enabling shared social connections, while current VR modules focus on computer-based content without social interaction. Educators in the metaverse can foster communication and collaboration during training sessions. OBJECTIVE: This study aimed to compare learning outcomes of VR-based, machine-guided training with educator-guided, VR-based training in the metaverse environment. METHODS: A total of 62 volunteered students from Acibadem Mehmet Ali Aydinlar University Vocational School for Anesthesiology were randomly divided into 2 groups of 31 participants each: one group received VR-based training with machine guidance (MG), and the other received VR-based training with educator guidance (EG) in the metaverse. The members of both groups undertook VR-based basic training for ACLS. Afterward, the MG group was trained with a VR-based advanced training module, which provides training with full MG, whereas the EG group attended the VR-based, educator-guided training in the metaverse. The primary outcome of the study was determined by the exam score of the VR-based training module. Descriptive statistics defined continuous variables such as VR exam scores and time spent on machine- or educator-guided training. The correlation between training time and VR exam scores was assessed with the Spearman rank correlation, and nonnormally distributed variables were compared using the Mann-Whitney U test. Statistical significance was set at P<.05, with analyses executed by MedCalc Statistical Software (version 12.7.7). RESULTS: Comparing the VR test scores between the MG and EG groups revealed no statistically significant difference. The VR test scores for the EG group had a median of 86 (range 11-100). In contrast, the MG group scores had a median of 66 (range 13-100; P=.08). Regarding the correlation between the duration of machine-guided or educator-guided training and VR-based exam scores, for the MG group, =0.569 and P=.005 were obtained. For the EG group, this correlation was found to be =0.298 and P=.10. While this correlation is statistically significant for the MG group, it is not significant for the EG group. The post hoc power analysis (80%), considering the correlation between the time spent on training and exam scores, supported this finding. CONCLUSIONS: The results of this study suggest that a well-designed, VR-based serious gaming module with MG could provide comparable learning outcomes to VR training in the metaverse with EG for adult ACLS training. Future research with a larger sample size could explore whether social interaction with educators in a metaverse environment offers added benefits for learners. TRIAL REGISTRATION: ClinicalTrials.gov NCT06288087; https://clinicaltrials.gov/study/NCT06288087.

The Second Life Metaverse and Its Usefulness in Medical Education After a Quarter of a Century.

The immersive virtual world platform Second Life (SL) was conceived 25 years ago, when Philip Rosedale founded Linden Lab in 1999 with the intention of developing computing hardware that would allow people to immerse themselves in a virtual world. This initial effort was transformed 4 years later into SL, a universally accessible virtual world centered on the user, with commercial transactions and even its own virtual currency, which fully connects with the concept of the metaverse, recently repopularized after the statements of the chief executive officer of Meta (formerly Facebook) in October 2021. SL is considered the best known virtual environment among higher education professionals. This paper aimed to review medical education in the SL metaverse; its evolution; and its possibilities, limitations, and future perspectives, focusing especially on medical education experiences during undergraduate, residency, and continuing medical education. The concept of the metaverse and virtual worlds was described, making special reference to SL and its conceptual philosophy, historical evolution, and technical aspects and capabilities for higher education. A narrative review of the existing literature was performed, including at the same time a point of view from our teaching team after an uninterrupted practical experience of undergraduate and postgraduate medical education in the last 13 years with >4000 users and >10 publications on the subject. From an educational point of view, SL has the advantages of being available 24/7 and creating in the student the important feeling of "being there" and of copresence. This, together with the reproduction of the 3D world, real-time interaction, and the quality of voice communication, makes the immersive experiences unique, generating engagement and a fluid interrelation of students with each other and with their teachers. Various groups of researchers in medical education have developed experiences during these years, which have shown that courses, seminars, workshops and conferences, problem-based learning experiences, evaluations, teamwork, gamification, medical simulation, and virtual objective structured clinical examinations can be successfully carried out. Acceptance from students and faculty is generally positive, recognizing its usefulness for undergraduate medical education and continuing medical education. In the 25 years since its conception, SL has proven to be a virtual platform that connects with the concept of the metaverse, an interconnected, open, and globally accessible system that all humans can access to socialize or share products for free or using a virtual currency. SL remains active and technologically improved since its creation. It is necessary to continue carrying out educational experiences, outlining the organization, objectives, and content and measuring the actual educational impact to make SL a tool of more universal use.