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ERIC Number: EJ1421131
Record Type: Journal
Publication Date: 2024-Apr
Pages: 28
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1360-2357
EISSN: EISSN-1573-7608
Exploring the Drivers for the Adoption of Metaverse Technology in Engineering Education Using PLS-SEM and ANFIS
Attasit Wiangkham; Rattawut Vongvit
Education and Information Technologies, v29 n6 p7385-7412 2024
The rapid development of metaverse technology provides countless opportunities for social interaction, collaboration, communication, and knowledge-sharing that will significantly impact human life. To ensure widespread adoption and acceptance, however, issues concerning approval, accessibility, privacy, and user behavior must be resolved. Therefore, this study investigated the drivers of metaverse technology adoption for engineering education by utilizing an extended Unified Theory of Acceptance and Use of Technology (UTAUT) model that incorporates variables such as hedonic motivation, habit, trust in technology, and cyber security. The study collected data from 370 respondents and then carried out an analysis of the data using partial least squares structural equation modeling (PLS-SEM) and an adaptive neuro-fuzzy inference system (ANFIS). The findings indicated that cyber security, performance expectancy, social influence, and hedonic motivation have a significant impact on behavior intention to use metaverse technology for learning, with cyber security having the strongest effect. These results provide important insights for organizations seeking to enhance their cyber security practices and promote positive user behavior. Additionally, the study highlighted ways to improve the adoption and acceptance of metaverse technology in engineering education.
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://bibliotheek.ehb.be:2123/
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A