AbstractThe Metaverse, characterized as an interactive and immersive 3D virtual world, is widely recognized for its considerable potential across a range of industries. However, the long-term viability and success of the Metaverse are contingent upon the extent to which users accept and adopt it. Despite this critical aspect, there is a scarcity of research that investigates the factors influencing user acceptance of the Metaverse. To address this research gap, the present study expands upon the technology acceptance model by integrating social and psychological constructs such as social interaction, social presence, conformity, emotional attachment, flow, and perceived enjoyment. The data for this study were obtained through an online survey. A total of 418 responses were collected from Metaverse users, with a response rate of 84%. Partial least squares structural equation modeling was used to analyze the survey data. Results showed that: (1) perceived ease of use (β = 0.214, p < 0,001), emotional attachment (β = 0.375 p < 0,001), and enjoyment (β = 0.194, p < 0,001) could have a positive effect on perceived usefulness; (2) emotional attachment (β = 0.142, p = 0.018), enjoyment (β = 0.179, p = 0.008), and social presence (β = 0.183, p = 0.008) could have a positive effect on perceived ease of use; (3) perceived usefulness (β = 0.432, p < 0,001), perceived ease of use (β = 0.106, p = 0.011), emotional attachment (β = 0.209, p < 0,001), and social interaction (β = 0.209, p < 0,001) have a positive effect on attitudes toward using the Metaverse; (4) perceived usefulness (β = 0.174, p = 0.001), attitudes (β = 0.35, p < 0,001), flow (β = 0.128, p = 0.011), and social interaction (β = 0.106, p = 0.015) could positively influence users' intention to use the Metaverse. However, social presence could not significantly influence perceived usefulness (β = 0.078, p = 0.141). These results offer important implications for developers and practitioners looking to design and promote the utilization of the Metaverse.Keywords: The Metaversetechnology acceptancesocial interactionsocial presenceflowperceived enjoymentemotional attachmentconformity AcknowledgmentsWe would like to extend our gratitude to anonymous reviewers and funding.Informed consentAll participants voluntarily signed the consent form before answering the questionnaire.Disclosure statementWe have no conflicts of interest to declare that are relevant to the content of this article.Data availability statementThe data that support the findings of this study are available on request from the corresponding author. The data are not publicly available due to privacy or ethical restrictions.Additional informationFundingThis work is supported by Key Research and Application Project of the Key Laboratory of Key Technologies for Localization Language Services of the State Administration of Press and Publication, "Research on Localization and Intelligent Language Education Technology for the 'Belt and Road Initiative" (Project Number: CSLS 20230012), Special fund of Beijing Co-construction Project-Research and reform of the "Undergraduate Teaching Reform and Innovation Project" of Beijing higher education in 2020-innovative "multilingual +" excellent talent training system (202010032003), Beijing Language and Culture University Excellent Doctoral Dissertation Cultivation Program Funding Project, and The Fundamental Research Funds for the Central Universities, and the Research Funds of Beijing Language and Culture University [23YCX004].Notes on contributorsRong WuRong Wu is a doctoral student at Department of English Studies, Faculty of Foreign Studies, Beijing Language and Culture University. She has already participated in six scientific research projects and published over ten academic papers. Her research interest includes educational technologies, language acquisition, and translation.Zhonggen YuZhonggen Yu, Professor in Faculty of Foreign Studies, Beijing Language and Culture University, Research Fellow of Academy of International Language Services, Director of Center for Intelligent Language Education Research, National Base for Language Service Export, has published over 150 academic papers. He focuses on educational technologies. 

Investigating Users’ Acceptance of the Metaverse with an Extended Technology Acceptance Model

The experiences that the COVID-19 pandemic brought led educational institutions to use disruptive technologies that guaranteed continuity of learning in the face of any adverse scenario, ranging from the conceptual to the experiential. This article aims to describe how the metaverse contributed to university education, and through these factors the success of its application was evidenced. For which a systematic review of the literature was developed. The research is exploratory-descriptive level. A total of 738 documents from the Scopus, ERIC, Taylor & Francis, and Google Scholar databases were reviewed, from which 16 articles were finally extracted. The content analysis technique was used through the Atlas Ti software. With this, it was obtained as a result that the type of metaverse used to a greater extent was virtual reality. Likewise, the areas of study in which they were applied to a greater extent are in education: medicine, engineering and administration. In addition, the factors that evidenced the improvement in university education as an effect of the application of the metaverse are academic performance and interaction between students. It is concluded that, given the pandemic scenario and the need to continue the teaching-learning process considering the limitations offered by the virtual modality in which experiential learning is not developed, it led to the development of learning scenarios through the metaverse. However, it will be necessary to reduce the gaps in terms of teaching skills, create teaching scenarios in the virtual world, use and evaluate them permanently.

https://ijlter.org/index.php/ijlter/article/download/7456/pdf

The Metaverse in University Education during COVID-19: A Systematic Review of Success Factors

Abstract. The prolonged COVID-19 pandemic has restricted civic engagement with heritage sites and on-site learning. Although active participation is a prerequisite for managing cultural properties, most communities have had to cope with related activities – particularly memorialization at cemeteries – during the pandemic. This study explores the dynamism of innovative technologies that radically change pedagogical approaches through the United Nations (UN)-designated graveyard, the UN Memorial Cemetery in Korea (UNMCK). It focuses on the metaverse learning program of an international memorial ceremony named “Turn toward Busan,” which is honored on Remembrance Day, 11 November, to commemorate the fallen UN veterans who died in the Korean War (1950–1953). The online activity provides students with the opportunity to engage in a silent tribute to UN veterans and to participate in the virtual UNMCK implemented on the metaverse platform called “Gather. Town.” Qualitative analysis of a literature review, interviews with related stakeholders, and video participation reveals that this program of incorporating the remembrance of war veterans into the framework of the metaverse has a high educational impact in the era of Industry 4.0. The proposed solution demonstrates how virtual learning courses integrate multi-dimensional methods to encourage participants’ proactive heritage involvement and awareness of peacebuilding. Given that 2023 marks the 70th anniversary of the Korean War Armistice, this study is expected to provide a stepping stone for further research investigating the correlation between the humanities and digital technologies to foster a more reconciliatory world.


/pdf/memorialization-through-metaverse-new-technologies-for-1f9fg9ga.pdf

Memorialization through metaverse: new technologies for heritage education

The paper describes guidelines for the planning, organization, and implementation of virtual activities within a metaverse environment, aiming to familiarize students with key concepts related to hard and soft acids and bases (HSAB) theory. The guidelines are based on experience gained during an online lesson given in January of 2022 for 188 incoming freshmen at a large Korean university during a week-long science program. The proposed lesson involves three parts: 1) a lecture describing HSAB theory, which was conducted on Zoom; 2) a group work activity in which students demonstrate their understanding of the lecture concepts within a metaverse designed on the Gather.Town platform; 3) a pairwork activity within the same metaverse in which students team up to describe the properties and interactions of acids and bases through the creation and presentation of a poster. In end-of-program evaluations, many students rated their experiences with social learning in the metaverse as their favorite component of the week-long program, and the instructors who administered the lesson indicated that the poster presentations that the students gave demonstrated a firm grasp of HSAB theory. The present lesson may be useful to practitioners who wish to teach concepts related to HSAB theory in a metaverse, such as Gather.Town. 

Using a Metaverse to Teach Students to Predict the Interaction of Acids and Bases Using Hard and Soft Acids and Bases (HSAB) Theory

Exploring the Environmental, Economic, and Social Implications of Metaverse Adoption in Business and Management

Teamwork is a strategy for successful learning. With the Coronavirus outbreak, many universities began to rely on synchronous video conferencing and/or metaverse platforms. This study examines the difference between undergraduate students’ perceptions and experiences of teamwork on Zoom and Gather.Town. A mixed-method comparative case study was conducted in which a questionnaire survey was administered to 20 undergraduate students in Korea, followed by in-depth interviews and participant observation; reflective journal writing was also examined. The data were quantitatively and qualitatively analyzed. The results show that the students had a higher perception of teamwork on Gather.Town than on Zoom. Gather.Town was effective because of the sense of presence and mobility of space it afforded, the social presence it facilitated through avatars, empowerment, and openness of emotions, and the differences in the interface and social platform. The findings can aid in the selection of platforms to suit the needs of students and instructors and in the design and implementation of effective teamwork activities on the selected platform.

/pdf/comparative-case-study-of-teamwork-on-zoom-and-gather-town-21el7w1c.pdf

Comparative Case Study of Teamwork on Zoom and Gather.Town

Objectives The purpose of this research is to analyze the trend of instructional consulting research and propose the direction of future research in the field. 
Methods In order to achieve the research purpose and derive the research results, research trend analysis was conducted based on the analysis criteria of four types (quantitative change, research subject, research purpose, and research method). Excel, power query, and textom are research tools for creating descriptive statistics and generating visualization data. 
Results First, instructional consulting research showed an increase until 2012. However, it has been steadily decreasing since 2013. In particular, instructional consulting research is concentrated between early and mid-term. Insturctional consulting research within the last three years is insufficient. Second, the research subjects set in the instructional consulting research were mainly ‘instructor’, and the ratio was in the order of elementary school, university secondary school, and infant level. Among the research subjects, ‘learner’ were insignificant, but the university level accounted for a high proportion. Third, in the instructional consulting research, the research purpose was in the order of fact-finding, discovery of practice cases, search for development directions, model development, characteristic analysis, and effectiveness. Fourth, the research methods used in instructional consulting research were in the order of case research, literature research, investigation research, experimental research, and others. 
Conclusions First, instructional consulting research decreased as it was reduced due to the flow of educational policy, but it is necessary to increase the interest of instructional consulting academic researchers and systematic research support. Second, it is necessary to expand and conduct research to check whether learners' learning improvement, which is the purpose of instructional consulting, has been achieved. In addition, it should be supported to search for ways for teachers to voluntarily participate in instructional consulting and to prepare institutional devices. Third, rather than focusing on instructional consulting practice, the research purpose trend should continue to secure basic data, analyze cases, and explore the direction of instructional consulting development from a system perspective. Fourth, it is necessary to make efforts by researchers in the field of instructional consulting to maintain the tendency that research methods are not biased to one side.

Research Trend on Instructional Consulting: Focus on the Publication of Domestic Academic Journals from 2013 to 2021(until November)

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Comparative Case Study of Teamwork on Zoom and Gather.Town

Research Trend on Instructional Consulting: Focus on the Publication of Domestic Academic Journals from 2013 to 2021(until November)