Learning in the Metaverse: Are University Students Willing to Learn in Immersive Virtual Reality?

Area of Science:

• Educational Technology
• Human-Computer Interaction
• Virtual Reality in Education

Background:

• Immersive virtual reality (IVR) offers significant educational potential, aligning with constructivist learning theories.
• Metaverse platforms enhance IVR's collaborative learning capabilities, potentially transforming student interaction with content.
• Limited research exists on student attitudes towards adopting IVR for educational purposes.

Purpose of the Study:

• To investigate undergraduate students' attitudes towards using IVR in education.
• To identify key predictors of students' intention to adopt IVR for learning.
• To explore the influence of individual factors on IVR adoption in educational settings.

Main Methods:

• Survey administered to 329 undergraduate students across Italian universities.
• Utilized the Unified Theory of Acceptance and Use of Technology (UTAUT) model.
• Employed hierarchical multiple regression analysis to assess predictor impacts.

Main Results:

• The four UTAUT constructs (performance expectancy, effort expectancy, social influence, facilitating conditions) were significant predictors of IVR adoption intention.
• Individual student factors (learning styles, affordance perceptions, innovativeness) showed minimal influence on adoption intention.
• Technology-related expectancies and social influences are primary drivers for IVR use in education.

Conclusions:

• Findings provide practical insights for educators and researchers implementing IVR in educational contexts.
• Understanding student attitudes is crucial for the effective integration of IVR and Metaverse technologies in learning.
• Focusing on perceived usefulness and ease of use can promote IVR adoption among students.