The acceptance of metaverse technology in the field of teaching and learning (T&L) among educators and

students is a relatively new and emerging area of study. While Metaverse has the potential to enhance educational

experiences, its adoption and implementation in educational environments remain limited. This study aims to

investigate the acceptance of metaverse in T&L and identify the factors that influence educators' willingness to

use it. This study employs a quantitative research approach and utilizes a survey questionnaire that consists of

Likert-scale questions, open-ended questions, and items based on the Technology Acceptance Model (TAM).

The survey will be administered to students who have used the Mitoworld platform to create metaverse worlds

in virtual reality classes. The study found that educators and students have a positive attitude towards the use of

metaverse in T&L. Perceived usefulness, ease of use, and compatibility are expected to be significant factors

The concept of Metaverse is relatively new and is gaining popularity because of recent advances in these

technologies. The Metaverse is a term used to describe a virtual reality space or universe where users can interact

with a computer- generated environment and other users in a three-dimensional, immersive world [1]. It is

essentially an advanced version of the internet, where instead of simply browsing web pages, users can enter a

virtual world and interact with it more naturally and intuitively. Users can engage in real-time with virtual objects

and the environment in this virtual setting. The metaverse can be utilized in education to create immersive

learning and teaching environments that go beyond the traditional classroom [2].

In many ways, using the metaverse for educational purposes can be seen as an addition to the well-established

concepts of virtual learning, or eLearning. Since the metaverse education platforms are made to give such

globe to see museums, famous sites, career simulation and other attractions. Additionally, it can be utilized for

project-based learning and collaborative learning, enabling students from various regions to collaborate on

projects and communicate with one another in real-time. The metaverse has the power to transform education

by increasing learning interactivity, interest, and accessibility [2].

The efficient role of technological innovation in facilitating the lives of individuals has been a critical need since

the beginning of the technological revolution. Three significant waves of technological innovation have been

identified from the end-user perspective: the introduction of the internet, computers, and mobile devices. The

technologies that underpin the current fourth wave of computing innovation are virtual reality and augmented

reality [5]. Metaverse technology is poised to play a role in the next wave. The concept of a metaverse was first

even when users log off. As an open ecosystem, it enables seamless movement between different virtual spaces,

offering limitless opportunities for industries such as gaming, education, remote work, healthcare, retail, real

estate, finance, and entertainment. Though still in its early stages, the metaverse has the potential to transform

how people engage with digital content, conduct business, and experience social interactions, shaping the future

of human connectivity in a borderless digital world [7] [8].

The metaverse is a highly immersive environment, which can help to keep students motivated. For example, the

metaverse can be used to create virtual classrooms as shown in Table I below.

Table I: List of Universities that applied Metaverse

metaverse, host in-game events, and create virtual economies [9]. When new technology is introduced, it is

important to assess how users accept and interact with it, as this can influence its success and adoption. This

includes exploring factors like usefulness, ease of use, and relevance to user needs. Fig 1 above illustrates the

concept of metaverse technology, highlighting its immersive features.

The use of metaverse technology in education is a promising area of research. While there is no specific reference

on its application yet, related technologies and apps are developing and have the potential to have a significant

impact in the future. The advancement of good human- machine interaction and the realization of virtual reality

also have made real-time interaction between virtual avatars possible in many domains, including education and

medicine. The use of augmented reality makes online learning and interaction with real people more concrete

blended interaction has also produced significant benefits in education and training [12].

These virtual classrooms can provide a flexible and inclusive learning space that transcends physical boundaries,

allowing students from different locations to engage in real-time learning experiences [19]. In disciplines that

require hands-on training, such as science, engineering, and medicine, the metaverse can offer simulations and

virtual laboratories [20]. These realistic virtual environments enable students to conduct experiments, practice

skills, and analyze data in a safe and cost-effective manner [21]. By providing access to virtual laboratories,

students can gain practical experience and develop critical skills necessary for their future careers.

The increasing popularity of the metaverse has led to growing recognition of its potential for education. Some

colleges and universities have begun to experiment with metaverse-based curricula to test these assumptions

[22]. These experiments aim to improve academic retention and educational efficiency through immersive

learning. Each feature and its significance will be discussed in greater detail in Table II below.

Table II: Features of Metaverse Platform for Learning and Teaching Session.

learner collaboration and decentralize content delivery [26]. Contextualized learning activities within the

metaverse support authentic, real-time collaborative experiences [26], while diverse instructional strategies, such

as inquiry-based and project-based learning, cultivate higher-order thinking skills [28]. Moreover, the metaverse

affords comprehensive learning analytics capabilities, enabling detailed tracking of learner performance and

progression [26].

The research design for this study used a survey approach to gather quantitative data on student and teacher

The survey instrument was developed to measure three primary factors: perceived usefulness, perceived ease

of use, and attitude toward usage, along with other relevant constructs such as perceived enjoyment, social influence,

compatibility, and facilitating conditions, which may significantly affect the acceptance of metaverse technology

that influence how users engage with and adopt new immersive technologies in learning environments.

The survey was administered to a targeted sample comprising both students and teachers who had prior

experience utilizingmetaverse platforms in teaching and learning contexts, ensuring that respondents were able

to provide informed feedback based on actual usage. The quantitative data collected through this instrument

was analyzed using appropriate statistical methods to identify the key determinants influencing user acceptance

of the metaverse in education.

The results revealed meaningful patterns and correlations, offering valuable insights into how this emerging

technology can and interactive learning experiences Furthermore, the study support and enhance educational

delivery through immersive highlighted the importance of user experience, peer interaction, accessibility, and

motivational factors in shaping positive perceptions

ideas in this virtual environment. By using this technology, students can engage in more exciting and imaginative

learning experiences, which can enhance their understanding of complex topics and promote creativity in

problem solving for real-world issues.

This section will explain the findings of the study. Table III below presents the mean value and standard deviation

(SD) values for each survey question related to the acceptance of metaverse technology in teaching and learning.

The minimum value represents the lowest score given by the respondents for each question, while the standard

deviation indicates the level of variability or dispersion of responses around the mean for that specific question.

metaverse on engagement and interactivity. The questions related to learning outcomes (Q5 and Q6) have mean

values of 4.21 and 4.14, respectively. These scores indicate that the respondents believe that metaverse technology

positively affects learning outcomes. The standard deviation values for these questions are moderate (0.73148

4.23. This indicates that the respondents perceive metaverse technology as accessible and user-friendly in the

teaching and learning process. However, the relatively high standard deviation values (ranging from 0.80884 to

0.92792) suggest some variability in respondents' opinions on these aspects. The questions related to realism and

teaching and learning. The standard deviation values for these questions are relatively low (0.61581 and

0.64036), indicating a high level of agreement among respondents on the usefulness of the metaverse. Similarly,

the questions related to perceived ease of use (Q3 and Q4) have mean values of 4.20 for both educators and

students. This suggests that respondents find the metaverse technology easy to use in the educational setting.

The standard deviation values for these questions are moderate (0.74881 and 0.72412), indicating some variability

in respondents' opinions on the ease of use.

The questions related to attitude towards the metaverse (Q5 and Q6) have mean values of 4.32 and 4.38,

respectively. This indicates that both educators and students have a positive attitude towards the adoption of

metaverse technology in teaching and learning. The standard deviation values for these questions are relatively

low (0.63553 and 0.64842), indicating a high level of agreement among respondents on their attitude towards the

teaching and learning. The standard deviation values for these questions are relatively low (0.61975 and 0.65167),

suggesting a high level of agreement among respondents on the benefits. On the other hand, the questions related

to perceived barriers (Q11 and Q12) have mean values of 4.05 and 4.09, respectively. These scores indicate that

both educators and students perceive some barriers to the adoption of metaverse technology in education, although

the mean values are still relatively high, suggesting a moderate level of perceived barriers. The standard deviation

values for these questions are higher (0.98016 and 0.87960), indicating more variation in respondents'

perceptions of the barriers.

The questions related to satisfaction (Q13 and Q14) have mean values of 4.30 and 4.27, respectively. This

indicates that both educators and students are generally satisfied with the use of metaverse technology in teaching

and learning. The standard deviation values for these questions are moderate (0.71146 and 0.67396), suggesting

and flexibility. However, there are perceived barriers, such as technological complexities, that need to be

addressed to fully utilize metaverse's potential in education. The findings suggest that metaverse technology

holds promise in revolutionizing teaching and learning experiences, with opportunities for immersive and

educational settings. Overall, the results highlight the growing readiness of educators and learners to embrace

innovative technologies that transform the learning environment, paving the way for a more dynamic, inclusive,

and future-ready education system that bridges physical and virtual learning spaces.

In conclusion, the metaverse is still a new technology, but it has the potential to revolutionize education. By

providing more engaging and interactive learning experiences, the metaverse could help students learn more

effectively. In addition to the benefits mentioned in this paper, the metaverse could also help to address some of

the challenges that education is facing today. For example, the metaverse could be used to provide students with

access to high-quality education, regardless of their socioeconomic status. It could also be used to help students

with special needs learn more effectively. Indeed, the metaverse is a nascent technology with the potential to

transform the way we interact with the world around us. It has the potential to transform not just education but

Virtualtech Frontier (VTF) Sdn. Bhd., Selangor, Malaysia, for the valuable assistance and collaboration

involving their metaverse platform, Mitoworld.io.