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 |
| 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 |
| 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. |
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| ISSN: | 2050-7003 1758-1184 |
| DOI: | 10.1108/JARHE-08-2024-0430 |
