TY - JOUR
T1 - Employing Structural Equation Modeling to discern teachers' perspectives and their embrace of the metaverse within the classroom setting
AU - Mendonça, Yuri V. S.
AU - Naranjo, Paola G. Vinueza
AU - Pinto, Diego Costa
N1 - info:eu-repo/grantAgreement/FCT/6817 - DCRRNI ID/UIDB%2F04152%2F2020/PT#
https://doi.org/10.54499/UIDB/04152/2020#
Mendonça, Y. V. S., Naranjo, P. G. V., & Pinto, D. C. (2024). Employing Structural Equation Modeling to discern teachers' perspectives and their embrace of the metaverse within the classroom setting. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1461646 --- The author(s) declare that financial support was received for the research, authorship, and/or publication of this article. This study received partial support from national funds through FCT (Fundação para a Ciência e a Tecnologia), under the project—UIDB/04152/2020—Centro de Investigação em Gestão de Informação (MagIC)/NOVA IMS.
PY - 2024/10/23
Y1 - 2024/10/23
N2 - The rise of smart learning environments and the transformative potential of the Metaverse are increasingly evident across various sectors, particularly in education. While substantial attention has been directed towards student engagement within the Metaverse, the evolution of teaching methodologies enabled by this technology remains under examined. This study investigates the influence of teachers' prior experience with technology on their willingness to adopt the Metaverse in diverse educational contexts. Utilizing a sample of 311 educators from the Brazilian Amazon, Partial Least Squares Structural Equation Modeling (PLS-SEM) was employed to validate the theoretical model. The findings emphasize the significant relationship between previous technological experiences, the mediating role of social influence in adoption, and performance expectations. Furthermore, the results underscore the pivotal role of technological engagement in shaping educators' perceptions and their readiness to adopt emerging innovations, such as the Metaverse.
AB - The rise of smart learning environments and the transformative potential of the Metaverse are increasingly evident across various sectors, particularly in education. While substantial attention has been directed towards student engagement within the Metaverse, the evolution of teaching methodologies enabled by this technology remains under examined. This study investigates the influence of teachers' prior experience with technology on their willingness to adopt the Metaverse in diverse educational contexts. Utilizing a sample of 311 educators from the Brazilian Amazon, Partial Least Squares Structural Equation Modeling (PLS-SEM) was employed to validate the theoretical model. The findings emphasize the significant relationship between previous technological experiences, the mediating role of social influence in adoption, and performance expectations. Furthermore, the results underscore the pivotal role of technological engagement in shaping educators' perceptions and their readiness to adopt emerging innovations, such as the Metaverse.
KW - Metaverse
KW - social influence
KW - Technology Adoption
KW - technological engagement
KW - technology in education
UR - http://www.scopus.com/inward/record.url?scp=85208791508&partnerID=8YFLogxK
UR - https://www.webofscience.com/wos/woscc/full-record/WOS:001352587400001
U2 - 10.3389/feduc.2024.1461646
DO - 10.3389/feduc.2024.1461646
M3 - Article
SN - 2504-284X
VL - 9
JO - Frontiers in Education
JF - Frontiers in Education
M1 - 1461646
ER -