What Drives the Adoption of Metaverse-Based Educational Technologies in Higher Educational Institutions? An Investigation Using Extended TAM Model
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| Title: | What Drives the Adoption of Metaverse-Based Educational Technologies in Higher Educational Institutions? An Investigation Using Extended TAM Model |
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| Language: | English |
| Authors: | Mohd Abass Bhat, Chandan Kumar Tiwari, Preeti Bhaskar, Shagufta Tariq Khan |
| Source: | Interactive Technology and Smart Education. 2026 23(1):201-224. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Educational Technology, Higher Education, Technology Uses in Education, Influences, Student Behavior, Intention, Social Influences, Interaction, Student Motivation, Usability, Trust (Psychology), Foreign Countries, College Students, Student Attitudes, Computer Simulation |
| Geographic Terms: | India |
| DOI: | 10.1108/ITSE-02-2025-0039 |
| ISSN: | 1741-5659 1758-8510 |
| Abstract: | Purpose: This study aims to investigate metaverse technology adoption among students in higher educational institutions by using the extended technology acceptance model (TAM) model. By extending TAM to incorporate factors such as technology trust, perceived interactivity, hedonic motivation and social influence, this research seeks to provide a deeper understanding of the behavioural intentions of students to adopt metaverse in higher education. Design/methodology/approach: The study used convenience sampling with 530 students familiar with metaverse-based learning from various universities in North India specifically NCR. Data was collected via an online survey between October and December 2024. The survey focused on students' perceptions of metaverse integration in education, analysed through partial least squares-structural equation modelling. Findings: The study established that social influence, perceived interactivity, hedonic motivation, perceived ease of use and perceived usefulness play a substantial role in influencing students' intention to accept the metaverse in education. These results are consistent with the extended TAM, suggesting that students' perceptions of the metaverse are related to their social context, their enjoyment of the learning experience and the interactive elements of the platform, and ease of navigation. Furthermore, trust in the technology moderates the positive perception of technology usefulness and the less relevant impact of ease of use. Originality/value: The study integrates extended TAM with antecedents such as social influence, hedonic motivation and trust, to explore students' adoption of the metaverse for educational purposes. The study finds a distinct focus on social and technical factors in the context of metaverse acceptance, which may offer valuable implications for higher education institutions seeking to increase acceptance of metaverse in their practices. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505812 |
| Database: | ERIC |
| Abstract: | Purpose: This study aims to investigate metaverse technology adoption among students in higher educational institutions by using the extended technology acceptance model (TAM) model. By extending TAM to incorporate factors such as technology trust, perceived interactivity, hedonic motivation and social influence, this research seeks to provide a deeper understanding of the behavioural intentions of students to adopt metaverse in higher education. Design/methodology/approach: The study used convenience sampling with 530 students familiar with metaverse-based learning from various universities in North India specifically NCR. Data was collected via an online survey between October and December 2024. The survey focused on students' perceptions of metaverse integration in education, analysed through partial least squares-structural equation modelling. Findings: The study established that social influence, perceived interactivity, hedonic motivation, perceived ease of use and perceived usefulness play a substantial role in influencing students' intention to accept the metaverse in education. These results are consistent with the extended TAM, suggesting that students' perceptions of the metaverse are related to their social context, their enjoyment of the learning experience and the interactive elements of the platform, and ease of navigation. Furthermore, trust in the technology moderates the positive perception of technology usefulness and the less relevant impact of ease of use. Originality/value: The study integrates extended TAM with antecedents such as social influence, hedonic motivation and trust, to explore students' adoption of the metaverse for educational purposes. The study finds a distinct focus on social and technical factors in the context of metaverse acceptance, which may offer valuable implications for higher education institutions seeking to increase acceptance of metaverse in their practices. |
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| ISSN: | 1741-5659 1758-8510 |
| DOI: | 10.1108/ITSE-02-2025-0039 |
