Understanding metaverse use in educational settings: evidence from students and teachers
Abstract
The study aims to investigate the adoption of the metaverse among students and teachers at schools and learning institutions from the perspective of how determinants of adopting technologies affect their intentions on the use of immersive learning environments. According to the Technology Acceptance Model (TAM) and Unified Theory of Acceptance and Use of Technology (UTAUT), nine hypotheses were listed and tested through the quantitative survey technique. Two different studies (Study 1 among students and Study 2 among teachers) were carried out in order to research and compare their adoption patterns. In Study 1 (students), six hypotheses were held, with significant relationships between attitude, perceived ease of use, perceived usefulness, and facilitating conditions. In Study 2 (teachers), seven hypotheses held with significant associations between trust, perceived ease of use, perceived usefulness, and facilitating conditions. The findings indicate that whereas both groups revealed similar technology adoption constructs, the driving forces behind their adoption vary significantly. It’s restricted to self-reported measures within the particular education setting, which may impact generalizability.
Authors: Rita Roy, Tarinmoy Das, Debajyoti Pal, Venu Gopala Rao Chowdary, Vaivaw Kumar Singh, Subhodeep Mukherjee, Mohammad Dawood Babakerkhell
Published in: Cogent Education (2026)