Embracing the Metaverse: User perception and acceptance of the Metaverse in education

Abstract

The COVID-19 crisis accelerated the development of virtual educational tools, including immersive virtual technologies. This study explores the perception and acceptance of Metaverse use in education among individuals with prior experience. A quantitative approach was applied using the METAEDU scale and the Technology Acceptance Model (TAM). As one of the first studies to validate the METAEDU scale, it offers a reliable tool to measure user acceptance. A total of 315 participants were surveyed in January 2024 through a market research platform. Data were analyzed using SmartPLS4 software. Results confirmed: (1) certain METAEDU variables significantly impact perceived ease of use (PEOU) and perceived usefulness (PU); (2) attitude (AT) and creative thinking (CT) influence behavioral intention to use (BITU); (3) PEOU and PU affect AT; and (4) age, gender, and education level act as moderating factors. These findings have important implications for educational institutions adapting to evolving student needs. Validating the METAEDU scale highlights the importance of diverse learning dimensions and provides a robust tool for evaluating the effectiveness and accessibility of Metaverse-based education. Institutions should focus on applications that are both pedagogically valuable and personally engaging for students. Furthermore, demographic differences reveal nuanced variations in adoption, emphasizing the need for customized strategies to support diverse user groups. By understanding these factors, educational organizations can better design and implement virtual learning environments, ultimately enhancing the overall educational experience and fostering greater acceptance of emerging technologies.