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Cited by 637Technology Adoption and User BehaviourEducation and Learning InterventionsOnline and Blended Learning

The DOI matches its Crossref record; 116 of the 116 references it cites were found in a registry or an index.

Extending the technology acceptance model (TAM) to predict university students’ intentions to use metaverse-based learning platforms

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Al-Adwan, Ahmad Samed, Li, Na, Al-Adwan, Amer, Abbasi, Ghazanfar Ali, Albelbisi, Nour Awni, Habibi, Akhmad·2023·Education and Information Technologies
DOI 10.1007/s10639-023-11816-3PMC PMC10140721
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Abstract

Metaverse, which combines a number of information technologies, is the Internet of the future. A media for immersive learning, metaverse could set future educational trends and lead to significant reform in education. Although the metaverse has the potential to improve the effectiveness of online learning experiences, metaverse-based educational implementations are still in their infancy. Additionally, what factors impact higher education students' adoption of the educational metaverse remains unclear. Consequently, the aim of this study is to explore the main factors that affect higher education students' behavioral intentions to adopt metaverse technology for education. This study has proposed an extended Technology Acceptance Model (TAM) to achieve this aim. The novelty of this study resides in its conceptual model, which incorporates both technological, personal, and inhibiting/enabling factors. The empirical data were collected via online questionnaires from 574 students in both private and public universities in Jordan. Based on the PLS-SEM analysis, the study identifies perceived usefulness, personal innovativeness in IT, and perceived enjoyment as key enablers of students' behavioral intentions to adopt the metaverse. Additionally, perceived cyber risk is found as the main inhibitor of students' metaverse adoption intentions. Surprisingly, the effect of perceived ease of use on metaverse adoption intentions is found to be insignificant. Furthermore, it is found that self-efficacy, personal innovativeness, and perceived cyber risk are the main determinants of perceived usefulness and perceived ease of use. While the findings of this study contribute to the extension of the TAM model, the practical value of these findings is significant since they will help educational authorities understand each factor's role and enable them to plan their future strategies.

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Research works printed but not linked: 5

  1. Bada, S. O., & Olusegun, S. (2015). Constructivism learning theory: A paradigm for teaching and learning. Journal of Research & Method in Education, 5(6), 66–70. https://doi.org/10.9790/7388-05616670 · DOI
  2. Kim, J. H., Lee, B. S., & Choi, S. J. (2022). A study on metaverse construction and use cases for non-face-to-face education. The Journal of the Convergence on Culture Technology, 8(1), 483–497. https://doi.org/10.17703/JCCT.2022.8.1.483 · DOI
  3. Lee, J., Kim, J., & Choi, J. Y. (2019b). The adoption of virtual reality devices: The technology acceptance model integrating enjoyment, social interaction, and strength of the social ties. Telematics and Informatics, 39, 37–48. https://doi.org/10.1016/j.tele.2018.12.006. · DOI · Paper page
  4. Mikusa, M. E. (2015). The effect of technology self-efficacy and personal engagement on students’ and teachers’ attitudes toward technology use in education (Doctoral dissertation). Appalachian State University.
  5. Saleh, S. S., Nat, M., & Aqel, M. (2022b). Sustainable adoption of E-Learning from the TAM Perspective. Sustainability, 14(6), 3690. https://doi.org/10.3390/su14063690. · DOI

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Metadata

Authors
Al-Adwan, A. S., Li, N., Al-Adwan, A., Abbasi, G. A., Albelbisi, N. A., & Habibi, A.
Affiliations
  • Xi’an Jiaotong-Liverpool University (CN)
  • Al-Ahliyya Amman University (JO)
  • King Fahd University of Petroleum and Minerals (SA)
  • University of Malaya (MY)
  • Universitas Jambi (ID)
Corresponding author
Al-Adwan, Amer
ORCID
Venue
Education and Information Technologies
Publisher
Springer Science and Business Media LLC
Published
2023-04-28
Volume
28
Issue
11
Pages
15381-15413
ISSN
  • 1360-2357 (ISSN-L)
  • 1573-7608
DOI
10.1007/s10639-023-11816-3
PMC
PMC10140721
OpenAlex
W4367316498
Cited by
637
References
116
Citations by year
2026: 169 · 2025: 244 · 2024: 191 · 2023: 33
FWCI
732.78
Type
book chapter
Language
en
Update notices
correction (2023-06-02)
Open access
Licence
Locations
  • Education and Information Technologies (publishedVersion, cc-by)
  • PubMed Central (publishedVersion, cc-by)
  • PubMed (publishedVersion)
  • Figshare (submittedVersion, cc-by)
Funders
Hamad bin Khalifa University
Topics
  • Social Sciences › Decision Sciences › Information Systems and Management › Technology Adoption and User Behaviour
  • Social Sciences › Education › Education and Learning Interventions
  • Social Sciences › Education › Online and Blended Learning
Keywords
metaverse, technology acceptance model, technology adoption, behavioral intention, university students, perceived usefulness, perceived ease of use, perceived enjoyment, personal innovativeness, self-efficacy, immersive learning, online learning

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