Abstract:

The digital transformation in Higher Education (HE) has transitioned from traditional master clases to an educational model based on technologies such as Learning Management Systems (LMS), Artificial Intelligence or Metaverse. Specially, in the case of e-learning actitivies, the concept of "Eduverse" takes special importance. The Metaverse offers 3D immersive, persistent, and shared environments. These spaces promise to revolutionize pedagogy through experiential learning and "learning-by-doing" in risk-free simulated environments.

Unfortunately, there is a lack of robust theoretical frameworks to measure the specificities of the Metaverse. Adoption models such as the original Technology Acceptance Model (TAM), and its successors TAM2, UTAUT, and UTAUT2 were designed for static or mobile technologies.

UTAUT model was proposed by Venkatesh in 2003, and UTAUT2 was proposed in 2012. They focus on Performance Expectancy (PE), Effort Expectancy (EE), Social Influence (SI), and Facilitating Conditions (FC). While these pillars remain relevant, they do not account for the psychological immersion and identity representation inherent in the Metaverse. In a 3D virtual world, the user is not just "using" a tool; they are "inhabiting" a space.

This paper proposes the UTAUT META LEARN model, an original extension of the Unified Theory of Acceptance and Use of Technology (UTAUT) designed to bridge this gap. Therefore, the UTAUT META LEARN model introduces four new critical constructs: Telepresence and Social Presence (TSP), Hedonic Learning Motivation (HLM), Virtual Identity Self-Efficacy (VISE) and Return of Investment (ROI). The model also proposes adaptation of other existing pilars: Learning Performance (LP), Experience & Effort (EE), and Relational Network (RN).

As this is a new line of research, the following hypotheses are proposed for future empirical validation:
H1- Learning Performance will have a positive and significant effect on the intention to adopt the Metaverse.
H2- Telepresence will act as a mediating variable between Facilitating Conditions and Behavioral Intention.
H3- Virtual Identity Self-Efficacy will significantly reduce the "Perceived Effort" of the platform.
H4- Hedonic Motivation will have a stronger impact on students (Generation Z) than on faculty members.

To validate the UTAUT META LEARN model, the proposed research methodology is based on a multi-stage mixed-methods approach, including Qualitative Exploratory Study, an Experimental Pilot, and Quantitative Validation. This will allow for the measurement of the predictive power of the new constructs.

As a conclusion, the UTAUT META LEARN model aims to provide a diagnostic tool to identify potential resistance before making large-scale investments. It will also helps to design better onboarding programs focusing on "Avatar Management" and "Sense of Presence". The metaverse will also support the alignment of technological features with the actual pedagogical needs of the students. This model represents a significant theoretical advancement in the field of Educational Technology (EdTech) by integrating psychological immersion with functional utility, this framework provides an extension of the boundaries of traditional acceptance models into the realm of XR (Extended Reality). It offers a roadmap for universities to transition from traditional e-learning to immersive strategic learning, ensuring that the technology serves the pedagogy and not the other way around.

Keywords:

TAM, UTAUT, Metaverse, Eduverse, higher education, technology adoption model.