Metaverse, which combines a number of information technologies, is the Internet of the future. A media for immersive learning, metaverse could set future educational trends and lead to significant reform in education. Although the metaverse has the potential to improve the effectiveness of online learning experiences, metaverse-based educational implementations are still in their infancy. Additionally, what factors impact higher education students’ adoption of the educational metaverse remains unclear. Consequently, the aim of this study is to explore the main factors that affect higher education students’ behavioral intentions to adopt metaverse technology for education. This study has proposed an extended Technology Acceptance Model (TAM) to achieve this aim. The novelty of this study resides in its conceptual model, which incorporates both technological, personal, and inhibiting/enabling factors. The empirical data were collected via online questionnaires from 574 students in both private and public universities in Jordan. Based on the PLS-SEM analysis, the study identifies perceived usefulness, personal innovativeness in IT, and perceived enjoyment as key enablers of students’ behavioral intentions to adopt the metaverse. Additionally, perceived cyber risk is found as the main inhibitor of students’ metaverse adoption intentions. Surprisingly, the effect of perceived ease of use on metaverse adoption intentions is found to be insignificant. Furthermore, it is found that self-efficacy, personal innovativeness, and perceived cyber risk are the main determinants of perceived usefulness and perceived ease of use. While the findings of this study contribute to the extension of the TAM model, the practical value of these findings is significant since they will help educational authorities understand each factor’s role and enable them to plan their future strategies.

The rapid expansion in users of mobile devices, particularly among university students, makes mobile learning (m-learning) the modern style of learning for the new millennium. Thus, it is important to identify and explore the factors that may influence students' intention to use m-learning. In Jordan, research on mobile learning adoption is still very narrow. For the purpose of this study, we propose a framework that is based on the unified theory of acceptance and use of technology (UTAUT) model, to explore the potential factors that may impact students' intention to acceptance and use of m-learning in developing countries such as Jordan. The proposed framework is empirically tested using a total of 444 paper-based questionnaires, collected from students at four Jordanian universities. The results reveal that effort expectancy, performance expectancy, trust expectancy, self-management of learning, system functionality and social influence are significant determinants of m-learning adoption, and explain 64.8% of the variance in the students' intentions to adopt m-learning. Gender and uncertainty avoidance are found to have moderating effects on some of the relationships of the research model. These findings offer multiple useful implications for m-learning adoption, in terms of both research and practice.

This study adopts a corpus-assisted approach to explore the translation strategies that Netflix subtitlers opted for in rendering 1564 English swear words into Arabic. It uses a 699,229-word English-Arabic parallel corpus consisting of the English transcriptions of forty English movies, drama, action, science fiction (sci-fi), and biography and their Arabic subtitles. Using the wordlist tool in SketchEngine, the researchers identified some frequent swear words, namelyfuck, shit, damn, ass, bitch, bastard, asshole, dick, cunt, andpussy. Moreover, using the parallel concordance tool in SketchEngine revealed that three translation strategies were observed in the corpus, namely, omission, softening, and swear-to-non-swear. The omission strategy accounted for the lion’s share in the investigated data, with 66% for drama, 61% for action, 52% for biography, and 40% for sci-fi. On the other hand, the swear-to-non-swear strategy was the least adopted one, accounting for 21% in sci-fi, 16% in biography, 14% in drama, and 11% in action. In addition, the softening strategy got the second-highest frequency across the different movie genres, with 39% for sci-fi, 32% for biography, 28% for action, and 20% for drama. Since swear words have connotative functions, omitting or euphemizing them could cause a slight change in the representation of meaning and characters. The study recommends more corpus-assisted studies on different AVT modes, including dubbing, voiceover, and free commentaries.

Monsters Inc., an animated feature film produced by Pixar Animation Studios in 2001, received significant recognition worldwide. The film was nominated in 2002 for the ASCAP Film and Television Music Awards by the Box Office Films. Two dubbed versions of the film were later released with Arabic translations using Egyptian Vernacular, a spoken dialect, and Modern Standard Arabic, used primarily in formal, written communications.This study examines humor in translation and irony as humor which represents a common technique in “Pixar plotting”. The research investigates the strategies, types, and categories of irony as humor within the translations and the success of those translations at accurately transmitting the humorous meaning. Towards exploring the problems of translating irony across languages and cultures, this research examines the shifts in translations between the two Arabic language versions using an interdisciplinary theoretical approach encompassing humor studies, audiovisual translation studies, and descriptive translation studies. Furthermore, the research adopts Muecke’s (1978) classification of irony markers to categorize and identify the strategies used in translating irony as humor. The study finds that the two different versions of Arabic utilize similar strategies at times and divergent ones at others, such as explication, substitution, omission or addition, in translating irony as humor with each succeeding/failing at varied levels of meaning transmission. The research suggests translators’ creativity, or lack thereof, and the language variant used are primarily responsible for the success or failure of transmitting irony as humor for dubbing into Arabic.

In the field of translation studies, game localisation is considered a growing branch of audiovisual translation in which localisers translate and adapt game content for successful circulation across foreign markets. This paper sheds light on the process of localising religious content and obscene references in the game Fiesta Online by comparing it to the Arabic-localised version Arafiesta on the basis of a corpus of 740 dialogue strings. Drawing on the frameworks developed by Delabastita (1989), Zitawi (2008) and Al-Adwan (2015), the analysis scrutinises game elements that are considered controversial in the Arab world. These items were omitted, mitigated, or adapted to isolate the theme of Paganism from the original content. Visual features were retained except for a few instances. Finally, during the process of localising interactive aspects of the game, retention, deletion and adaptation were frequently used. The paper highlights how blending game localisation, a prominent localisation approach changing the intersemiotic channels (the verbal, pictorial and interactive layers) of video games, plays a pivotal role in promoting and marketing game imports in the Arab world, which is now one of the largest growing markets.