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This study explores the factors influencing the adoption and acceptance of Metaverse technologies in educational settings. Despite the growing interest in immersive educational environments provided by the Metaverse, there is a lack of comprehensive understanding regarding the elements that affect user engagement and acceptance. This paper aims to bridge this gap through a systematic review of empirical studies that apply Information Systems theories such as TAM, UTAUT, TPB, and their extensions. A total of 35 empirical studies were analyzed using a methodical review approach. The research methodologies employed in these studies include surveys, structural equation modeling, and interviews, providing a broad spectrum of data on how different factors influence educational outcomes in the Metaverse. The findings reveal that user adoption of the Metaverse in educational contexts is influenced by multiple factors at individual, technological, and environmental levels. Key factors identified include effort expectancy, behavioral intention, self-efficacy, enjoyment, and immersion. These factors are subject to moderating effects, suggesting that the dynamics of Metaverse adoption are highly context-dependent. The insights gained from this review provide valuable guidelines for educators, policymakers, and technology developers aiming to effectively integrate Metaverse technologies into educational frameworks. The study also outlines limitations and suggests directions for future research, highlighting the need for further investigations into the longitudinal impacts and cultural adaptability of Metaverse applications in education.
Al-kfairy et al. (Sun,) studied this question.