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This is a Quantitative Study study.

September 17, 2025

What drives the adoption of metaverse-based educational technologies in higher educational institutions? An investigation using extended TAM model

Key Points

Students' intentions to accept metaverse technologies are significantly influenced by perceived interactivity and social context.
The analysis revealed that hedonic motivation and technology trust also play critical roles in adoption intentions.
Using convenience sampling, the study gathered responses from 530 students familiar with metaverse learning technologies.
Findings suggest that higher education institutions should focus on enhancing social and technical factors to boost metaverse acceptance.

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’s 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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