International Journal of Information and Learning Technology,
Journal Year:
2024,
Volume and Issue:
unknown
Published: Dec. 26, 2024
Purpose
The
present
study
aims
to
undertake
an
extensive
review
of
scholarly
literature
by
exploring
the
intersection
metaverse
and
education.
Design/methodology/approach
researchers
used
relevant
documents
from
Scopus
database
conduct
bibliometric
analysis.
data
were
retrieved
2010
February
2024.
Citation,
co-citation
author’s
keyword
analysis
conducted
for
was
performed
using
VOSviewer
Biblioshiny
app
software
packages.
Findings
extant
related
education
is
presented
in
paper.
paper
identified
four
key
themes
literature,
i.e.
Metaverse
education,
Contemporary
application
metaverse:
a
multisectoral
perspective,
Metaverse:
spatial
dimensions
concerns
shaping
future
digital
interaction.
Other
information
most
influential
authors,
journals
countries
concerning
also
presented.
Originality/value
studies
gradual
evolution
research
domain
over
time.
outlines
areas
that
have
emerged
review,
suggesting
directions
research.
Future Internet,
Journal Year:
2025,
Volume and Issue:
17(2), P. 63 - 63
Published: Feb. 4, 2025
Modern
education
faces
persistent
challenges,
including
disengagement,
inequitable
access
to
learning
resources,
and
the
lack
of
personalized
instruction,
particularly
in
virtual
environments.
In
this
perspective,
we
envision
a
transformative
Metaverse
classroom
model,
Multi-layered
Immersive
Learning
Environment
(Meta-MILE)
address
these
critical
issues.
The
Meta-MILE
framework
integrates
essential
components
such
as
immersive
infrastructure,
interactions,
social
collaboration,
advanced
assessment
techniques
enhance
student
engagement
inclusivity.
By
leveraging
three-dimensional
(3D)
environments,
artificial
intelligence
(AI)-driven
personalization,
gamified
pathways,
scenario-based
evaluations,
model
offers
tailored
experiences
that
traditional
classrooms
often
struggle
achieve.
Acknowledging
potential
challenges
accessibility,
infrastructure
demands,
data
security,
study
proposed
practical
strategies
ensure
equitable
safe
interactions
within
Metaverse.
Empirical
findings
from
our
pilot
experiment
demonstrated
framework’s
effectiveness
improving
skill
acquisition,
with
broader
implications
for
educational
policy
competency-based,
experiential
approaches.
Looking
ahead,
advocate
ongoing
research
validate
long-term
outcomes
technological
advancements
make
more
accessible
secure.
Our
perspective
underscores
shaping
inclusive,
future-ready
environments
capable
meeting
diverse
needs
learners
worldwide.
Interactive Technology and Smart Education,
Journal Year:
2024,
Volume and Issue:
21(4), P. 735 - 772
Published: July 13, 2024
Purpose
The
intricate
dynamics
of
ChatGPT
adoption
among
Indian
students
are
discussed
while
exploring
the
factors
outlined
by
Unified
Theory
Acceptance
and
Use
Technology
2
(UTAUT2).
By
assessing
these
factors,
this
study
aims
to
unravel
their
impact
on
behavioral
intention
use
ChatGPT.
Design/methodology/approach
While
evaluating
ChatGPT's
dynamics,
analyses
UTAUT2
core
perceived
benefits.
Real-time
data
from
638
business
management
in
India
were
collected
through
purposive
sampling
a
cross-sectional
survey.
An
in-depth
examination
using
IBM
SPSS
AMOS
revealed
patterns
that
regulate
reception
educational
settings.
Findings
Habit
emerges
as
powerful
predictor,
which
aligns
with
Loop
Theory's
cues,
routine
rewards.
Perceived
benefits
significantly
influence
adoption,
traditional
like
performance
expectancy
social
exert
no
influence.
insignificance
effort
challenges
conventional
understanding,
unveiling
novel
aspects
student
tech
adoption.
Social
implications
There
is
need
for
guidelines
ensure
fair
responsible
students.
presents
advantages
task
automation
personalized
learning,
integrating
it
into
existing
education
system
requires
careful
planning
harness
its
effectively.
Originality/value
With
recent
introduction
Generative-AI
tools,
understanding
acceptance
application
essential.
This
research
sheds
light
emerging
technology,
emphasizing
importance
analyzing
technology
successful
Education Sciences,
Journal Year:
2024,
Volume and Issue:
14(8), P. 880 - 880
Published: Aug. 12, 2024
Although
possessing
flexibility
and
accessibility,
asynchronous
online
courses
suffer
from
high
attrition
cause
unsatisfactory
learning
performance,
leading
to
a
pressing
need
understand
factors
influencing
learners’
continuance
of
intention.
Based
on
the
expectation
confirmation
model,
this
study
investigated
perceived
enjoyment
as
an
extended
variable
unpack
mediating
effects
usefulness
relationship
between
Quantitative
data
254
learners
enrolled
in
English
were
obtained
for
analysis.
Results
indicate
that
significantly
positively
affects
intention
take
courses.
Perceived
mediate
The
total
indirect
effect
through
combination
was
55.52%.
Additionally,
interviews
with
five
revealed
despite
limited
real-time
interaction,
they
highly
value
given
promote
self-regulated
learning,
offer
choice
freedom,
foster
sense
achievement,
reduce
anxiety
embarrassment
risks
trigger
their
enjoyment.
This
provided
deep
insights
into
EFL
decisions
learning.
Instructors
are
suggested
improve
quality
courses,
provide
timely
feedback,
design
tasks
perceptions
further
engage
synchronous
Journal of Applied Research in Higher Education,
Journal Year:
2025,
Volume and Issue:
unknown
Published: Feb. 18, 2025
Purpose
The
primary
objective
of
this
study
is
to
combine
the
technology
acceptance
model
with
substitution,
augmentation,
modification
and
redefinition
(SAMR)
investigate
assess
professors’
willingness
engage
in
teaching
metaverse
classrooms.
Design/methodology/approach
collected
survey
data
from
240
qualified
respondents
who
were
actively
involved
knowledgeable
about
immersive
environments
using
snowball
sampling
method.
To
validate
our
hypotheses
concerning
conceptual
model,
employed
bootstrapping
method
Smart
PLS
4.0.
Findings
Our
findings
reveal
that
several
key
factors
significantly
influence
attitudes
intentions
professors
teach
classrooms
(MVCs).
These
include
perceived
level
knowledge
integration
related
metaverse,
ease
technologies
usefulness
these
for
both
learners.
Studying
intention
offers
practical
benefits.
Practical
implications
research
provide
essential
information
educational
institutions
by
identifying
impact
readiness
By
comprehending
factors,
can
make
informed
decisions
resource
distribution,
faculty
training
development
strategies
adopting
technology.
Moreover,
valuable
insights
policymakers
professors,
enabling
them
improve
preparedness
facilitate
efficient
incorporation
into
system.
Originality/value
help
higher
education
understand
readiness,
allocate
resources
monitor
adoption
tools
their
teaching-learning
process.
This
awareness
be
further
examined
inform
public
its
potential.
Scientific Reports,
Journal Year:
2025,
Volume and Issue:
15(1)
Published: April 9, 2025
This
study
investigates
the
acceptability
of
Virtual
reality
(VR)
technology
for
emotional
regulation
among
cancer
patients.
Drawing
from
extensive
literature,
we
enhanced
external
variables
across
user
characteristics,
product
impact
factors,
and
social
environment
influences,
creating
"Theoretical
Model
Cancer
Patients'
Acceptance
VR
Intervention
Self-Emotion
Regulation."
Surveying
489
Chinese
patients
validated
model's
strong
reliability
through
SPSS
AMOS
analysis.
The
acceptance
intervention
self-emotional
was
assessed,
revealing
that
average
scores
all
13
dimensions
exceeded
3.
indicates
hold
a
positive
attitude
toward
VR-based
interventions.
Perceived
usefulness,
usage
attitude,
norms,
immersion,
personal
innovation
correlated
positively
with
behavioral
intention,
while
technological
anxiety
perceived
risk
showed
negative
correlations.
Findings
support
15
hypotheses,
offering
theoretical
backing
in
These
insights
provide
medical
institutions
valuable
data
on
patient
attitudes,
facilitating
development
targeted
treatment
approaches.
Sustainability,
Journal Year:
2025,
Volume and Issue:
17(8), P. 3592 - 3592
Published: April 16, 2025
Adopting
educational
technology
remains
a
critical
challenge
in
developing
countries,
particularly
given
limited
resources
and
the
urgency
of
achieving
United
Nations’
Sustainable
Development
Goal
4
by
2030.
This
paper
aims
to
create
validate
model
for
adoption
countries
(ETADC)
that
addresses
gaps
existing
models
incorporating
education-specific
factors
local
contexts.
The
ETADC
integrates
foundational
theories
with
elements
within
technological
pedagogical
content
knowledge
(TPACK)
framework,
empowering
educators
enhance
teaching–learning
experiences
tech-driven
world.
framework
includes
six
components—four
sourced
from
established
two
based
on
research
into
in-service
pre-service
teachers
regarding
adoption.
These
components
formulate
an
appropriate
evaluating,
identifying,
implementing
technologies
countries’
Validation
through
meta-analysis
two-stage
structural
equation
modeling
R
Studio
version
4.4.0
data
30
high-impact
studies
(sample
size
N
=
8934)
confirmed
model’s
effectiveness,
showcasing
strong
fit
significant
path
coefficient.
has
been
used
evaluate
certain
further
offers
practical
scalable
roadmap
sustainable
EdTech
adoption,
potentially
supporting
transformation
development
worldwide,
under-resourced
