Egea Romero, María Pilar

There is an increasing awareness about body image disturbance and eating disorders which calls for a multidisciplinary approach. The usefulness of new technologies for improving body image distortion has been addressed in the scientific literature, but has not included current strategies such as Metaverse-related technologies. Seemingly, this is the first systematic review which focuses on the efficacy of Metaverse-related technologies in reducing body image disturbance related to eating disorders like Anorexia nervosa and Bulimia nervosa. The main objective of this study was to review the scientific studies published in the last decade to answer the following three questions: (1) Are Metaverse-related technologies useful in mitigating body image disturbance in patients diagnosed with Anorexia nervosa and Bulimia nervosa? (2) What are the advantages and disadvantages? (3) Are the patients satisfied after using this kind of technology? The results obtained were that 80% of the included studies found metaverse-related technologies useful for the improvement in body image disturbance, in addition to various advantages, such as a decrease in eating disorder symptomatology. Whereas patient satisfaction was only evaluated in 20% of the included studies, with the majority of patients evaluating the use of metaverse-related technologies positively. We will conduct a systematic review of the peer-reviewed literature from EBSCO Discovery Service, and Web of Science (WOS), following the PRISMA statements. Only Journal articles published from 2013 to the present, written in the English language, will be reviewed. The findings are expected to offer valuable insights for the development of novel approaches for the improvement in body image disturbance in healthcare settings.

Después de tres décadas de investigación sobre la motivación en humanos, Deci y Ryan (2002) plantearon un modelo, de amplia aplicación en el ámbito académico, que distingue tres tipos de motivación: desmotivación, motivación extrínseca y motivación intrínseca. Cada uno de ellos se diferencia por el grado de autorregulación que muestra el estudiante con respecto a su conducta: desde la falta de regulación que implica la desmotivación, hasta la regulación interna que supone la motivación intrínseca.