Educational Metaverse_PLS_NCA

With the goal of enhancing future views of the Metaverse as an educational tool, this research examines its adoption by higher education institutions through a theoretical lens. The launch of this technology in the higher education sector has occurred relatively recently, yet there have been few efforts to evaluate its impact. The purpose of this research is to examine what variables affect the continuous intention (CI) to utilize the educational Metaverse by combining the technology acceptance model (TAM) with self-determination theory (SDT). A survey was developed and sent out to college students to gather information for the proposed model. The impact of CI on utilizing the educational Metaverse as a learning tool is examined by a dual method that incorporates partial least squares structural equation modeling (PLS-SEM) and necessary condition analysis (NCA) from the standpoints of both sufficiency logic and necessity logic. The empirical results indicated that perceived usefulness and autonomy are significant predictors of the continued intention to use the educational Metaverse. Contrarily, the CI was unaffected by Perceived ease of use. NCA indicates that autonomy, relatedness, and PEOU act as necessary and sufficient conditions for CI. Also covered are the practical and theoretical implications.