Abstract

The interest in metaverse technology has risen notably in higher education learning contexts. Due to the global spread of the Covid-19 pandemic, higher education institutions are now increasingly emphasising online interactive learning. Higher education institutions are currently investigating the potential of metaverse technology to enhance student learning by immersing them in a 3D interactive environment. Nevertheless, there is a dearth of research on how Gen Z in developing Arab nations, such as Jordan, decide whether or not to use metaverse technology in higher education (Eduverse). Therefore, it is crucial to understand the dynamics of Eduverse adoption to encourage and inspire Gen Z students to make use of this cutting-edge technology. Through structural equation modeling applied to a sample of 537 Jordanian students of Gen Z, this research assessed a model that adapts and integrates the UTUAT2 theory with Personnel Innovativeness in IT (PIIT). From a UTAUT2 perspective, the results suggest that, apart from social influence, all other included determinants have significant and positive impacts on Gen Z adoption intentions for the metaverse in higher education learning environments. In addition, the results demonstrate that PIIT is a strong predictor of adoption intention both directly and indirectly via performance and effort expectations. The developed model in this study explains 57.5% of the variance in Eduverse adoption intentions. This study adds to the current body of knowledge by enhancing our comprehension of the dynamics and behaviours of Eduverse acceptance among Jordanian Gen Z students. In addition to its theoretical value, this research offers profound implications for the executives and policymakers of higher education institutions.