Metaverse (MS) is a digital universe accessible through a virtual environment. It is established through the merging of virtually improved physical and digital reality. Metaverse (MS) offers enhanced immersive experiences and a more interactive learning experience for students in learning and educational settings. It is an expanded and synchronous communication setting that allows different users to share their experiences. The present study aims to evaluate students’ perception of the application of MS in the United Arab Emirates (UAE) for medical-educational purposes. In this study, 1858 university students were surveyed to examine this model. The study’s conceptual framework consisted of adoption constructs including Technology Acceptance Model (TAM), Personal innovativeness (PI), Perceived Compatibility (PCO), User Satisfaction (US), Perceived Triability (PTR), and Perceived Observability (POB). The study was unique because the model correlated technology-based features and individual-based features. The study also used hybrid analyses such as Machine Learning (ML) algorithms and Structural Equation Modelling (SEM). The present study also employs the Importance Performance Map Analysis (IPMA) to assess the importance and performance factors. The study finds US as an essential determinant of users’ intention to use the metaverse (UMS). The present study’s finding is useful for stakeholders in the educational sector in understanding the importance of each factor and in making plans based on the order of significance of each factor. The study also methodologically contributes to Information Systems (IS) literature because it is one of the few studies that have used a complementary multi-analytical approach such as ML algorithms to investigate the UMS metaverse systems.

This paper investigates adopting metaverse in academic institutions based on a conceptual model. The proposed conceptual model was created to empower future perspectives of the metaverse system. Even though the metaverses system was just recently launched, few attempts have been made to evaluate its impact on the educational sector. This paper attempted to determine the impact of metaverse system by providing a conceptual model that encompasses innovativeness, context awareness, perceived enjoyment, ubiquity, complexity, and value. The information was gathered using an online questionnaire completed by 953 people. The findings indicate that an innovative academic environment can influence teachers’ and students’ attitudes toward new technology. Understanding how the metaverse system functions as an innovative educational tool can influence students’ views regarding the use of new technology, assisting higher education institutions in developing regulations that enhance the learning process. As a result, the study discovered that the moderating impact of’ innovativeness is critical since it contributes to the pervasiveness of users’ perceptions of adopting new technology. The findings show that inventiveness is important in determining the metaverse system’s effectiveness. However, apparent ubiquity appears to have a less effective function in promoting the use of the metaverse system. The factors of context-awareness, perceived complexity and perceived enjoyment possess a substantial impact on the metaverse system’s adoption. Researchers have gained some insight into how university leaders can use current findings to spread awareness about the metaverse system in the educational environment by organizing seminars and workshops, offering incentives for teachers to use it, and allowing experts to assist teachers in better understanding the system’s benefits.

In this study, we present the results of an assessment of an initiative that seeks to transcend the application of digital information in the higher education sector by recommending an integrative approach that quantifies both the flow of digital information and tutors’ quality impacts concerning technology acceptance model (TAM) constructs and the perceived experience of digital information in education (DIE). There is a mounting evidence that the educational institutions that prioritize the perceived experience and the quality of the tutors do not, generally, take into account the limited exposure to digital information and technologies. Data gathered from a survey of 485 college students were used to evaluate the model and hypotheses. The findings show that users’ perceptions of the value of DIE may depend on several extrinsic conditions that improve their experiences of learning and teaching. The user’s traits, such as technological preparedness, are vital in determining perceived ease of use. In some cultures, the superior quality of the tutor may further increase perceptions of the technology’s perceived usefulness. The intention to adopt technology may also be highly influenced by other variables such as information flow. Therefore, academic institutions must reevaluate the usefulness of digital information technology as a tool for improving educational sections. This research limited its focus to educational environments in which DIE has a significant impact on the teaching and learning setting. Future works may concentrate on health or monetary organizations.

The purpose of this study is to investigate students’ intention to continue using online learning platforms during face-to-face traditional classes in a way that is parallel to their usage during online virtual classes (during the pandemic). This investigation of students’ intention is based on a conceptual model that uses newly used external factors in addition to the technology acceptance model (TAM) contrasts; hence, it takes into consideration users’ satisfaction, the external factor of information richness (IR) and the quality of the educational system and information disseminated. The participants were 768 university students who have experienced the teaching environments of both traditional face-to-face classes and online classes during the pandemic. A structural equation modelling (SEM) test was conducted to analyse the independent variables, including the users’ situation awareness (SA), perceived ease of use, perceived usefulness, satisfaction, IR, education system quality and information quality. An online questionnaire was used to explore students’ perceptions of their intention to use online platforms accessibly in a face-to-face learning environment. The results showed that (a) students prefer online platforms that have a higher level of content richness, to be able to implement the three dimensions of users’ situation awareness (perception, comprehension and projection); (b) there were significant effects of TAM constructs on students’ satisfaction and acceptance; (c) students are in favour of using a learning platform that is characterised by a high level of educational system quality and information quality and (d) students with a higher level of satisfaction have a more positive attitude in their willingness to use the online learning system.