## 3 Results  
### Case Study 1  
In this section, the alpha version of the developed Metaverse Exhibition Space is shown. Two users participated in a video demonstration ([[https://media.upv.es/player/?id=883b46d0-e130-11](https://media.upv.es/player/?id=883b46d0-e130-11) ee-9972-a18d14c897 dd]([https://media.upv.es/player/?id=883b46d0-e130-11](https://media.upv.es/player/?id=883b46d0-e130-11) ee-9972-a18d14c897 dd) (accessed on 24 April 2024) to showcase the application: one utilized the Meta Quest 2 virtual reality headset (Figure 6a), and the other operated a personal computer (Figure 6b), each in separate spaces. Both users were previously acquainted with the virtual environment. \begin{table}
\begin{tabular}{c p{227.6 pt}} \hline \hline
**Number** & **Description of the Item/Question** \\ \hline IPQ1 & In the computer generated world I had a sense of “being there” \\ \hline IPQ2 & Somehow I felt that the virtual world surrounded me \\ \hline IPQ3 & I felt like I was just perceiving pictures \\ \hline IPQ4 & I did not feel present in the virtual space \\ \hline IPQ5 & I had a sense of acting in the virtual space, rather than operating something from outside \\ \hline IPQ6 & I felt present in the virtual space \\ \hline IPQ7 & How aware were you of the real world surrounding while navigating in the virtual world? (i.e., sounds, room temperature, other people, etc.)? \\ \hline IPQ8 & I was not aware of my real environment \\ \hline IPQ9 & I still paid attention to the real environment \\ \hline IPQ10 & I was completely captivated by the virtual world \\ \hline IPQ11 & How real did the virtual environment seem to you? \\ \hline IPQ12 & How much did your experience in the virtual environment seem consistent with your real world experience? \\ \hline IPQ13 & How real did the virtual world seem to you? \\ \hline IPQ14 & The virtual world seemed more realistic than the real world \\ \hline \hline \end{tabular}
\end{table} 
Table 1: Items of the IPQ questionnaire [53; 54; 55]. \begin{table}
\begin{tabular}{c p{227.6 pt}} \hline \hline
**Number** & **Description of the Item/Question** \\ \hline SUS1 & I think that I would like to use this system frequently \\ \hline SUS2 & I found the system unnecessarily complex \\ \hline SUS3 & I thought the system was easy to use \\ \hline SUS4 & I think that I would need the support of a technical person to be able to use this system \\ \hline SUS5 & I found the various functions in this system were well integrated \\ \hline SUS6 & I thought there was too much inconsistency in this system \\ \hline SUS7 & I would imagine that most people would learn to use this system very quickly \\ \hline SUS8 & I found the system very cumbersome to use \\ \hline SUS9 & I felt very confident using the system \\ \hline SUS10 & I needed to learn a lot of things before I could get going with this system \\ \hline \hline \end{tabular}
\end{table} 
Table 2: Items of the SUS questionnaire [56]. Upon entering the virtual space, users encountered signage that provided a brief overview of the space's purpose and guidance on how to interact with the site, including a critical clarification on engaging with floor buttons (Figure 7a), which was an adjustment made following prior user feedback. Figure 8a shows the two users on the main platform, where the planet Mars is located, and various buttons that, when pressed, activate the flashlight-robot arm, which'reveals' the temperatures that the planet can reach, in this case. There are also other shaders about Mars craters or its orography, for example. Likewise, the same figure shows that a user can only see the interaction he or she makes with the elements in the space. When a button on the flashlight-robot arm is pressed by a user, it is activated only for himself or herself, even if another user is also on a button. This makes it easy for all users to interact with this stop at the same time. The virtual exhibition's use of multilayer animations and advanced shader technologies significantly enhanced user engagement and interactivity.