Abstract
The study’s aims are to examine the perceptions and readiness of UAE students regarding adopting the Metaverse in their education. The research utilizes SPSS to test hypotheses and analyze the data. We used a survey questionnaire as the primary data collection method. The sample consists of students in the UAE. The findings indicate that organizational culture, student readiness, lecturer readiness, university readiness, and learning competencies all have insignificant effects on Metaverse adoption. These results suggest that integrating the Metaverse into the learning system may involve challenges in the current context leading to difficulties in successfully implementing the technologies. The study’s theoretical implications contribute to the existing body of knowledge by highlighting the non-significant relationships between these variables and Metaverse adoption, calling for further research to explore alternative factors that may have a more substantial impact. These findings involve practical implications. The study emphasizes the need to address barriers within organizational culture, enhance students’ familiarity and readiness with the Metaverse, provide support and training for lecturers, promote awareness and usage of the Metaverse within universities, and facilitate the development of essential learning competencies. These practical implications can be used as a guide for educational institutions in effectively integrating Metaverse methodologies into their instructional practices and preparing students and educators for the future of immersive learning experiences.
Presenters
Hanan Al MazroueiAssociate Professor of HRM, CBE, United Arab Emirates University, United Arab Emirates
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
2024 Special Focus—People, Education, and Technology for a Sustainable Future
KEYWORDS
Metaverse adaptation student readiness Lecturer readiness
