A study of college students' intention to use metaverse technology for basketball learning based on UTAUT2

Understanding metaverse adoption in education: The extended UTAUMT model

The metaverse, an immersive virtual environment enabling users to engage with digital experiences, has the potential to revolutionize education. However, research pertaining to this area is still in its early stages. This study investigates the variables that influence the acceptance of educational metaverses and the intention to use them. It also presents an expanded model called the Unified Theory of Acceptance and Use of Metaverse Technology (UTAUMT) to provide guidance to educators and decision-makers. The study involved 253 Vietnamese teachers and students who had experience with metaverse, selected through purposive sampling. The UTAUMT provides a comprehensive framework that encompasses various factors, including metaverse performance expectancy (MPE), metaverse effort expectancy (MEE), metaverse social influence (MSI), metaverse hedonic motivation (MHM), metaverse price value (MPC), metaverse self-efficacy (MSE), and metaverse facilitating conditions (MFC). These factors were assessed using a self-administered questionnaire. The findings indicate that MEE, MSI, MFC, MSE, and MBI have a considerable impact on the educational metaverse MUB. The extended UTAUMT model makes a theoretical contribution by including metaverse-specific elements into the technology acceptance framework. The managerial implications focus on the integration of the metaverse, training of users, and providing support to enhance the adoption rate. This study explores the elements that contribute to the adoption of metaverse technology in education and contributes to the existing literature on the acceptance of metaverse technology.

Sanctions and opportunities: Factors affecting China's high-tech SMEs adoption of artificial intelligence computing leasing business

Due to sanctions, more Chinese high-tech SMEs are turning to rent AI computing power through cloud service providers. Therefore, it is necessary to give a variety of suggestions for China's high-tech SMEs to better develop AI applications through computing power leasing. Because traditional theories are difficult to explain this new technology adoption behavior, this research combines and extends TTF and UTAUT2 theories to take an empirical research. A total of 387 questionnaires were received, of which incomplete questionnaires and invalid questionnaires were issued, leaving 281 valid questionnaires. The results indicate that SME innovativeness, perceived risk, performance expectancy, price value and task technology fit are all significantly related to usage, whereas task technology fit moderates the other relationships significantly. Results give a variety of suggestions for China's high-tech SMEs to better develop AI applications through computing power leasing in the context of sanctions. This study not only suggests ways to increase the competitiveness of SMEs by optimizing leasing services but also give directions in investors' investment decisions. The findings are also applicable to the large-scale application of China's domestic AI chips in computing power leasing scenarios in the future.

Improving the Jump Shots of U12 Junior Basketball Players by Implementing a Combined Program of Plyometric and Coordination Exercises Using MyVert Technology

The aim of this study was to investigate the impact of the implementation of an experimental program with combined plyometric and coordination exercises for a time interval of 6 months aimed at improving the jump shots of U12 junior players through the use of information technologies. One hundred seventeen female basketball players, aged between 10 and 12 years (U12), participated in this study. The study subjects were divided into two groups: the experimental group (EG), with 60 (51.3%) subjects, and the control group (CG), with 57 subjects (48.7%). The 6-month experiment program implemented in the experimental group included exercises that combined coordination exercises with plyometric exercises in the execution of throwing skills and skills specific to the basketball game by using the MyVert portable smart sensor. This study included an initial test and a final test, in which three motor tests adapted to the specifics of the basketball game were applied in order to evaluate jump shots: a throw-after-step test, a standing shot test and a shot-after-dribbling test. Only the results of the experimental group showed statistically significant progress (p < 0.05) between the final and initial testing in all three motor tests for the following parameters: maximum jump height (cm), average jump height (cm), power (watts/kg) and successful shots (no). The gains of the control group were not statistically significant in any test. It should be noted that the number of throws scored in the basket of the experimental group increased significantly, a fact highlighted by the very large size of Cohen's value > 3 in all the tests of this study. The results of the experimental group as a result of the implementation of the experimental training program using MyVert technology were superior to the results of the control group. The practical implications of the present study will contribute to the optimization of the athletes' training methodology in order to improve the physical and technical levels in relation to the peculiarities of age and training level.

Unveiling the adoption of metaverse technology in Bangkok metropolitan areas: A UTAUT2 perspective with social media marketing and consumer engagement

As the metaverse emerges as a transformative digital realm, its adoption and integration into various aspects of society are subjects of increasing scholarly and practical interest. This research investigated the factors influencing the intention to use metaverse technology (IU) in Bangkok metropolitan areas, with a particular focus on the extended Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) framework, alongside the role of social media marketing (SMM) and consumer engagement (CE). To verify behavioral intention, gender, age, and experience are proposed as moderating factors affecting the constructs on individuals' behavioral intention of metaverse technology usage. The study collected data from 403 Thai internet users living in Bangkok and its surrounding areas using an online questionnaire. Subsequently, the PLS-SEM method was employed to validate the research model's robustness and reliability. Structural model analysis revealed significant relationships among constructs, highlighting SMM's direct influence on UTAUT2 (β = 0.787) and CE (β = 0.211). Serial mediation analyzes demonstrated a fully mediating role of SMM influencing UI through CE (β = 0.572) and UTAUT2 (β = 0.306). Moderation analyzes revealed the association between SMM and IU, mediated through UTAUT2 and CE, is moderated by age and experience. Additionally, the integration of PLS-SEM and artificial neural network (ANN) models underscored the accuracy and predictive power of the proposed framework. The findings of this study not only contribute to academic literature but also offer practical implications for marketers aiming to navigate the metaverse landscape effectively. They emphasize the pivotal role of UTAUT2 constructs and the subtle interplay between SMM, CE, and IU in shaping successful marketing strategies.

Factors affecting metaverse adoption in education: A systematic review, adoption framework, and future research agenda

The Metaverse, underpinned by its technical infrastructure, heavily relies on user engagement and behavior for successful integration into educational settings. Understanding its driving factors is essential for such a platform to transition from theory to practice, especially in educational settings. However, these factors remain elusive due to inconsistencies in infrastructure and environments. Therefore, this systematic review aims to fill this void by presenting an integrative view on Metaverse adoption in education. This is achieved via three primary dimensions: establishing a taxonomy of the factors influencing Metaverse adoption in education, proposing a framework for Metaverse adoption, and suggesting future research trajectories in this domain. The review systematically classifies the influential factors into four distinct categories: psychological and motivational factors, quality factors, social factors, and inhibiting factors. The proposed framework provides a structured approach for future studies investigating the Metaverse adoption in educational settings. The proposed framework also emphasizes that educational institutions should not only consider the technical prerequisites but also the social, psychological, and motivational aspects of the Metaverse. The study also pinpoints several critical research agendas to enhance our understanding of Metaverse adoption in education. The insights from this review are invaluable for educational institutions, policymakers, developers, and researchers, significantly enriching the emerging field of Metaverse adoption.

Anatomy in the metaverse: Exploring student technology acceptance through the UTAUT2 model

The impact of technology on educational domains has been a subject of research for many years. Therefore, understanding how students perceive and utilize technologies for educational purposes is crucial. Especially in a critical subject like anatomy education, it is essential to employ various models to determine students' technology acceptance and usage levels. One of these models is the unified theory of acceptance and use of technology-2 (UTAUT2). In this study, the acceptance and usage levels of metaverse technology by students in the context of anatomy education in the metaverse environment have been investigated within the framework of the UTAUT2 model. The study was conducted with students from the Department of Midwifery at the Faculty of Health Sciences during the fall semester of the 2022-2023 academic year. After 6 weeks of anatomy education in the metaverse environment, the student's acceptance and usage levels of metaverse technology were assessed using the UTAUT2 scale. The collected data were analyzed using the partial least squares structural equation modeling method. The research has revealed the technology acceptance and usage levels of students who utilized metaverse technology in anatomy education. According to the obtained results, it has been observed that social influence affects behavioral intention, facilitating conditions influence behavioral intention, and habit variable affects behavioral intention, while habit, in turn, influences usage. Other variables explain behavioral intention with a proportion of 75.30%, whereas other variables explain usage behavior with 54.90%. Upon analyzing the responses to the UTAUT2 scale, it has been concluded that there is the highest level of participation in hedonic motivation. In contrast, the habit variable has the lowest participation level. The findings of this study have enabled the identification of the impacts of metaverse technologies on anatomy and health education. These results will likely contribute to improving the utilization of metaverse technologies in anatomy and health education.

Academics' continuance intention to use learning technologies during COVID-19 and beyond

The COVID-19 pandemic has revolutionized the teaching pedagogy in higher education as universities are forecasted to increase investments in learning technology infrastructure to transition away from traditional teaching methods. Therefore, it is crucial to investigate whether academics intend to continually integrate learning technologies as part of a permanent pedagogical change beyond the COVID-19 pandemic. Drawing upon the Unified Theory of Acceptance and Use of Technology (UTAUT), and Expectation Confirmation Model (ECM), this study examines the salient determinants influencing the continuance intention of academics to use learning technologies in their teaching pedagogy during and after COVID-19. Primary data collected from a private university was analyzed using the partial least squares structural equation modelling technique (PLS-SEM). The findings revealed two sequential mediating relationships which serve as the mechanism linking the relationship between facilitating conditions and their continuance intention to use learning technologies during and beyond the COVID-19 pandemic.

"Extending the Technology Acceptance Model (TAM) to Predict University Students' Intentions to Use Metaverse-Based Learning Platforms"

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.

Storytelling and user experience in the cultural metaverse

Enthusiasm for the metaverse is intensifying in academia and industries. The metaverse is a complex concept, combining many technologies to create many different types of user experiences (UX), depending on the intended use. The cultural metaverse was first introduced in this study. This study is an initial attempt to fill the gaps in the practical research and storytelling research in the metaverse. Augmented reality (AR) technology is an applicative tool in cultural experience, which displays computer - generated virtual information on a real-world scene. AR displays digital information realistically, making it appear to be part of the actual environment, deepening or expanding the user's understanding of "reality". This study constructed a cultural metaverse using the innovative AR storytelling. The cultural metaverse is a new cultural ecology in which advanced information technologies are deeply integrated with cultural spaces and exhibits. It combines digital technologies and cultural industries, mixing virtual space and physical space to facilitate the UX in cultural experiences. In this study, the existing AR e-book and the innovative AR version were compared while measuring multiple aspects of UX, including presence, flow, enjoyment, education, and engagement. By analyzing questionnaire data from two groups with a total of 368 participants, the results indicated that the innovative AR storytelling produced a better UX across all variables compared to the AR e-book application. Overall, innovative AR storytelling allows visitors to transition between real and virtual spaces, enriches their interactive experience, and improves user engagement with the metaverse exhibition of cultural experience. Therefore, practitioners can construct a primary cultural metaverse through innovative AR storytelling.

Acceptance of e-learning in higher education: The role of task-technology fit with the information systems success model

The COVID-19 global epidemic has compelled higher education institutions to reconsider their teaching methods. Because of this public health emergency, universities in higher education have adopted e-learning techniques as a solution to face-to-face education. Thus, e-learning has emerged as a critical technology in education at higher education institutions. Nonetheless, the effectiveness of e-learning systems is largely dependent on students' adoption of such systems. The study aims to evaluate the usefulness of task-technology fit (TTF) with the information system success model (ISSM) in perceiving students' adoption of e-learning with the goal of encouraging them to adopt e-learning in the context of higher education. The study employed a quantitative approach, and a theoretical model was evaluated with proposed hypotheses to find the relationships between the constructs. A questionnaire based on TTF and ISSM was distributed among the students, and 260 valid responses were received using a sample random sampling technique. Data was analyzed with the help of SPSS and Partial Least Squares-Structural Equation Modeling (PLS-SEM). After analyzing the data, it was found that perceived ease of use, perceived usefulness, system use, and task technology fit of e-learning are positively and significantly influenced by system quality, information quality, perceived enjoyment, technology characteristics, and task characteristics. The results of TTF and ISSM on system use show a positive effect on e-learning benefits in educational institutions, with all male and female students completely satisfied with the use of e-learning systems. As a result, we advise students to use e-learning systems for educational purposes and should have motivated them to do so through lecturers at higher-level educational institutions.

A systematic review on the metaverse-based blended English learning

Over the past two decades, various digital technologies have been applied to sustain higher education. As the latest emerging information technology, the metaverse has been a recurring theme to be considered as a new direction to promote blended English learning. This study aims to investigate metaverse-based blended English learning. Through a systematic review based on bibliographic and content analysis, the study attempts to integrate the evidence to generate a model that links the education-based metaverse. The metaverse platforms in which learners' academic success can be significantly enhanced due to a high degree of learner engagement in immersive virtual environments. In addition, the virtual learning experience is restricted by the degree of digital literacy at the same time. To improve instructors' and learners' digital literacy levels, necessary support is indispensable by educational institutions and designers of the metaverse platforms. Meanwhile, this study addresses potential challenges that may hinder sustaining metaverse-based blended English learning, and provides some suggestions based on the previous literature. In future research, we will keep updating and polishing the metaverse-based blended English learning research to provide more detailed guidance for researchers and educators.

A study of factors influencing Chinese college students' intention of using metaverse technology for basketball learning: Extending the technology acceptance model

Introduction

Based on the expansion of flow constructs based on the TAM model, this study assesses the impact of metaverse technology in college basketball courses.

Methods

We surveyed 849 effective samples using an online questionnaire survey, verified our analysis using structural equation modeling, and examined the moderating effect of gender on the path relationship.

Results

The perceived ease of use, the flow experience, and the perceived usefulness of the product are important predictors of behavioral intention. According to the study, perceived usefulness, and flow experience influence attitudes significantly. A moderating effect of gender is observed on perceived ease of use on the path to behavioral intention, and the results extend the theoretical research on the use of metaverse technology for basketball instruction and TAM.

Discussion

A metaverse-based learning experience can enhance the flow experience of basketball learning, thus increasing the willingness to use and the effectiveness of learning.