Determinants of Metaverse Classroom Adoption
Insights from an African Country
Bibliographic Data
| ID | 21737488 |
|---|---|
| Authors | Kawther Methlouthi (0000-0003-1909-8397, Member of the ERMA laboratory, corresponding author) |
| Year | 2026 |
| Volume | 27 |
| Issue | 1 |
| Pages | 127-144 |
| Publication date | 2026-01-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of African Business (JOURNAL) |
| Journal identifiers | ISSN: 1522-8916 • E-ISSN: 1522-9076 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/15228916.2025.2460287 |
| OpenAlex | W4407588019 |
| Language | EN |
| References cited | 44 |
Despite the potential of the metaverse to enrich online learning experiences, educational initiatives using it are still limited. Moreover, the determinants in university students’ adoption of the metaverse remain unclear. The research investigates factors influencing university students’ inclination to use the Metaverse classroom in a developing African country, focusing on perceived usefulness, ease of use, and enjoyment. It also examines the impact of perceived technology coolness and personal innovativeness on these factors and explores how privacy concerns affect the link between users’ attitude and intention to use the Metaverse classroom. Data collection involved online questionnaires completed by 240 students aged 18–25, attending private and public universities in Tunisia. Analysis using AMOS 26 highlights perceived usefulness, ease of use, and enjoyment as key drivers for Metaverse classroom intentions. Personal innovativeness and perceived technology coolness significantly shape perceptions, with privacy concerns moderating users’ attitude and intent to use
Business · Economics · Metaverse · Computer Science · Education and Learning Interventions · Technology Adoption and User Behaviour · Virtual Reality Applications and Impacts
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| Citation velocity | historical |
|---|---|
| Highly cited | No |