Evaluation of Metaverse as a Learning Environment and Level of Technology Acceptance: An Engineering Example.
Background: The use of innovative technologies in education has consistently driven improved learning experiences. The metaverse, a virtual space combining augmented reality and persistent virtual environments, is increasingly being recognised for its potential in education. Especially in engineerin...
| Publicado en: | Journal of Computer Assisted Learning Vol. 42; no. 2; pp. 1 - 16 |
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| Autores principales: | , , , , |
| Formato: | pictorial research tables/charts randomized controlled trial Journal Article |
| Publicado: |
Wiley-Blackwell
Apr2026
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=192476901&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 192476901 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Apr2026 vid: 42 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 192476901 192476901 192476901 10.1002/jcal.70195 192476901 ppf: 1 ppct: 15 formats: tig: atl: Evaluation of Metaverse as a Learning Environment and Level of Technology Acceptance: An Engineering Example. aug: au: Ulusar, Umit Deniz Ozel, Deniz Kursun, Kayra Bayraktar, Mert Gabdyssalyk, Riza affil: Department of Computer Engineering, Akdeniz University, Antalya, Turkey sug: subj: Engineering Education Teaching Methods Learning Environment Virtual Reality Utilization Educational Technology Utilization Student Attitudes Attitude to Computers Outcomes of Education Human Male Female Randomized Controlled Trials Random Assignment Pretest-Posttest Control Group Design Computer-Assisted Instruction Scales Descriptive Statistics Data Analysis Software T-Tests Mann-Whitney U Test Wilcoxon Signed Rank Test Pearson's Correlation Coefficient Chi Square Test Fisher's Exact Test Spearman's Rank Correlation Coefficient Educational Measurement Student Knowledge Evaluation Learning Methods Simulations Augmented Reality Turkiye Male Female ab: Background: The use of innovative technologies in education has consistently driven improved learning experiences. The metaverse, a virtual space combining augmented reality and persistent virtual environments, is increasingly being recognised for its potential in education. Especially in engineering, where hands‐on experience and immersive learning are essential, the metaverse can offer interactive and engaging opportunities. However, its impact on learning outcomes and its acceptance by students, particularly in mechanical engineering, still needs more investigation. Purpose: This study aimed to assess the influence of the metaverse on learning outcomes and the level of acceptance and usage of this new technology among mechanical engineering students. Method: Participants were randomly assigned to two groups: a control group receiving traditional education and an experimental group that received both traditional education and supplementary training in the metaverse environment. Pre‐test and post‐test assessments were conducted to assess the change in knowledge levels between the two groups. Furthermore, students' technology acceptance and usage were evaluated using a Turkish valid and reliable scale based on the Unified Theory of Acceptance and Use of Technology (UTAUT) model (1,2). Findings: The results indicated a substantial improvement in learning outcomes for the experimental group. A key novel finding of this study is the direct correlation between the increase in test scores and the effort expectancy subscale of the UTAUT scale. This study offers a systematic evaluation of metaverse‐based instruction specifically in mechanical engineering, an area that has been underexplored. Its primary contribution lies in simultaneously measuring both learning outcomes and technology acceptance, therefore bridging theoretical knowledge and practical application, highlighting how metaverse environments can complement traditional methods. The findings contribute empirical evidence to guide educators, policymakers, and developers in effectively integrating metaverse‐based tools, ultimately enriching mechanical engineering curricula and enhancing students' learning experiences. Conclusion: The findings of this study contribute to our understanding of the potential benefits of the metaverse in enhancing learning outcomes and its adoption in engineering education. Lay Summary: What is currently known about this topic?○Innovative technologies enhance educational experiences.○The metaverse shows promise for interactive learning in engineering.○Hands‐on learning is vital in mechanical engineering education.○The impact of the metaverse on learning and student acceptance needs further study.What does this paper add?○The study shows improved learning outcomes with metaverse‐based education.○Students using the metaverse outperformed those receiving only traditional education.○Technology acceptance was linked to perceived ease of use, especially effort expectancy.○Findings highlight how the metaverse can support engineering education.Implications for practice/or policy○Educators should explore integrating metaverse tools in engineering programs.○Metaverse environments may enhance hands‐on learning in technical subjects.○Understanding student acceptance can guide effective metaverse implementation.○Adoption strategies should focus on ease of use to increase student engagement. pubtype: Academic Journal doctype: pictorial research tables/charts randomized controlled trial Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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