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Technology Acceptance and SAMR in Metaverse Education: Professors' Willingness to Engage in Immersive Classes in Higher Education

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Title: Technology Acceptance and SAMR in Metaverse Education: Professors' Willingness to Engage in Immersive Classes in Higher Education
Language: English
Authors: Kush Mehta, Keyurkumar M. Nayak (ORCID 0000-0001-7202-1925), Riyaz Ahmed Qureshi, Abhishek N. (ORCID 0000-0001-9345-8501), Shareena Parveen
Source: Journal of Applied Research in Higher Education. 2026 18(3):830-849.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 20
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Higher Education, College Faculty, Teacher Attitudes, Intention, Computer Attitudes, Computer Simulation, Simulated Environment, Educational Environment, Virtual Classrooms, Computer Uses in Education, Technology Integration, Usability
Geographic Terms: India
DOI: 10.1108/JARHE-08-2024-0430
ISSN: 2050-7003
1758-1184
Abstract: Purpose: The primary objective of this study is to combine the technology acceptance model with the substitution, augmentation, modification and redefinition (SAMR) model to investigate and assess professors' willingness to engage in teaching in metaverse classrooms. Design/methodology/approach: The study collected survey data from 240 qualified respondents who were actively involved in teaching and knowledgeable about immersive teaching environments using the snowball sampling method. To validate our hypotheses concerning the conceptual model, this study employed the bootstrapping method in Smart PLS 4.0. Findings: Our findings reveal that several key factors significantly influence the attitudes and intentions of professors to teach in metaverse classrooms (MVCs). These factors include the perceived level of knowledge integration related to metaverse, perceived ease of using metaverse technologies and perceived usefulness of these technologies for both professors and learners. Studying professors' intention to teach in metaverse offers practical benefits. Practical implications: The research findings provide essential information for educational institutions by identifying factors that impact professors' readiness to teach in metaverse classrooms. By comprehending these factors, educational institutions can make informed decisions about resource distribution, faculty training and the development of strategies for adopting metaverse technology. Moreover, this study offers valuable insights to policymakers and professors, enabling them to improve preparedness and facilitate efficient incorporation of immersive technologies into the educational system. Originality/value: The findings of this study help higher education institutions understand faculty readiness, allocate resources and monitor the adoption of metaverse tools in their teaching-learning process. This awareness can be further examined in metaverse education research and can inform the public about its potential.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1507592
Database: ERIC
FullText Text:
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  Data: Technology Acceptance and SAMR in Metaverse Education: Professors' Willingness to Engage in Immersive Classes in Higher Education
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  Data: <searchLink fieldCode="AR" term="%22Kush+Mehta%22">Kush Mehta</searchLink><br /><searchLink fieldCode="AR" term="%22Keyurkumar+M%2E+Nayak%22">Keyurkumar M. Nayak</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7202-1925">0000-0001-7202-1925</externalLink>)<br /><searchLink fieldCode="AR" term="%22Riyaz+Ahmed+Qureshi%22">Riyaz Ahmed Qureshi</searchLink><br /><searchLink fieldCode="AR" term="%22Abhishek+N%2E%22">Abhishek N.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9345-8501">0000-0001-9345-8501</externalLink>)<br /><searchLink fieldCode="AR" term="%22Shareena+Parveen%22">Shareena Parveen</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Applied+Research+in+Higher+Education%22"><i>Journal of Applied Research in Higher Education</i></searchLink>. 2026 18(3):830-849.
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  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
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  Data: Y
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  Data: 20
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Intention%22">Intention</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Attitudes%22">Computer Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Simulation%22">Computer Simulation</searchLink><br /><searchLink fieldCode="DE" term="%22Simulated+Environment%22">Simulated Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Virtual+Classrooms%22">Virtual Classrooms</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Uses+in+Education%22">Computer Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Integration%22">Technology Integration</searchLink><br /><searchLink fieldCode="DE" term="%22Usability%22">Usability</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22India%22">India</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1108/JARHE-08-2024-0430
– Name: ISSN
  Label: ISSN
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  Data: 2050-7003<br />1758-1184
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: The primary objective of this study is to combine the technology acceptance model with the substitution, augmentation, modification and redefinition (SAMR) model to investigate and assess professors' willingness to engage in teaching in metaverse classrooms. Design/methodology/approach: The study collected survey data from 240 qualified respondents who were actively involved in teaching and knowledgeable about immersive teaching environments using the snowball sampling method. To validate our hypotheses concerning the conceptual model, this study employed the bootstrapping method in Smart PLS 4.0. Findings: Our findings reveal that several key factors significantly influence the attitudes and intentions of professors to teach in metaverse classrooms (MVCs). These factors include the perceived level of knowledge integration related to metaverse, perceived ease of using metaverse technologies and perceived usefulness of these technologies for both professors and learners. Studying professors' intention to teach in metaverse offers practical benefits. Practical implications: The research findings provide essential information for educational institutions by identifying factors that impact professors' readiness to teach in metaverse classrooms. By comprehending these factors, educational institutions can make informed decisions about resource distribution, faculty training and the development of strategies for adopting metaverse technology. Moreover, this study offers valuable insights to policymakers and professors, enabling them to improve preparedness and facilitate efficient incorporation of immersive technologies into the educational system. Originality/value: The findings of this study help higher education institutions understand faculty readiness, allocate resources and monitor the adoption of metaverse tools in their teaching-learning process. This awareness can be further examined in metaverse education research and can inform the public about its potential.
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  Data: 2026
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  Data: EJ1507592
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        Value: 10.1108/JARHE-08-2024-0430
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      – Text: English
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      Pagination:
        PageCount: 20
        StartPage: 830
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: College Faculty
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      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Intention
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      – SubjectFull: Technology Integration
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      – SubjectFull: Usability
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      – SubjectFull: India
        Type: general
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      – TitleFull: Technology Acceptance and SAMR in Metaverse Education: Professors' Willingness to Engage in Immersive Classes in Higher Education
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