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Metaverse, a burgeoning technological trend that combines virtual andaugmented reality, provides users with a fully digital environment where theycan assume a virtual identity through a digital avatar and interact with othersas they were in the real world. Its applications span diverse domains such aseconomy (with its entry into the cryptocurrency field), finance, social life,working environment, healthcare, real estate, and education. During theCOVID-19 and post-COVID-19 era, universities have rapidly adopted e-learningtechnologies to provide students with online access to learning content andplatforms, rendering previous considerations on integrating such technologiesor preparing institutional infrastructures virtually obsolete. In light of thiscontext, the present study proposes a framework for analyzing universitystudents' acceptance and intention to use metaverse technologies in education,drawing upon the Technology Acceptance Model (TAM). The study aims toinvestigate the relationship between students' intention to use metaversetechnologies in education, hereafter referred to as MetaEducation, and selectedTAM constructs, including Attitude, Perceived Usefulness, Perceived Ease ofUse, Self-efficacy of metaverse technologies in education, and Subjective Norm.Notably, Self-efficacy and Subjective Norm have a positive influence onAttitude and Perceived Usefulness, whereas Perceived Ease of Use does notexhibit a strong correlation with Attitude or Perceived Usefulness. The authorspostulate that the weak associations between the study's constructs may beattributed to limited knowledge regarding MetaEducation and its potentialbenefits. Further investigation and analysis of the study's proposed model arewarranted to comprehensively understand the complex dynamics involved in theacceptance and utilization of MetaEducation technologies in the realm of highereducation

Should I use metaverse or not? An investigation of university students behavioral intention to use MetaEducation technology