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Employing Structural Equation Modeling to discern teachers' perspectives and their embrace of the metaverse within the classroom setting

2024-10-23Artigo científico Acesso aberto
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dc.contributor.authorMendonça, Yuri V. S.
dc.contributor.authorNaranjo, Paola G. Vinueza
dc.contributor.authorPinto, Diego Costa
dc.contributor.institutionInformation Management Research Center (MagIC) - NOVA Information Management School
dc.contributor.institutionNOVA Information Management School (NOVA IMS)
dc.contributor.pblFrontiers Media
dc.date.accessioned2024-10-29T00:37:38Z
dc.date.available2024-10-29T00:37:38Z
dc.date.issued2024-10-23
dc.descriptionMendonça, 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.
dc.description.abstractThe 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.en
dc.description.versionpublishersversion
dc.description.versionpublished
dc.format.extent669361
dc.identifier.doi10.3389/feduc.2024.1461646
dc.identifier.issn2504-284X
dc.identifier.otherPURE: 100920085
dc.identifier.otherPURE UUID: 50aaa59e-119d-4776-8e93-ec6ff3140ebf
dc.identifier.otherScopus: 85208791508
dc.identifier.otherWOS: 001352587400001
dc.identifier.otherORCID: /0000-0003-4418-9450/work/170514341
dc.identifier.urihttp://hdl.handle.net/10362/174211
dc.identifier.urlhttps://www.scopus.com/pages/publications/85208791508
dc.identifier.urlhttps://www.webofscience.com/wos/woscc/full-record/WOS:001352587400001
dc.language.isoeng
dc.peerreviewedyes
dc.relationinfo:eu-repo/grantAgreement/FCT/6817 - DCRRNI ID/UIDB%2F04152%2F2020/PT
dc.relationInformation Management Research Center
dc.subjectMetaverse
dc.subjectsocial influence
dc.subjectTechnology Adoption
dc.subjecttechnological engagement
dc.subjecttechnology in education
dc.subjectEducation
dc.subjectSDG 4 - Quality Education
dc.titleEmploying Structural Equation Modeling to discern teachers' perspectives and their embrace of the metaverse within the classroom settingen
dc.typejournal article
degois.publication.titleFrontiers in Education
degois.publication.volume9
dspace.entity.typePublication
oaire.awardNumberUIDB/04152/2020
oaire.awardTitleInformation Management Research Center
oaire.awardURIinfo:eu-repo/grantAgreement/FCT/6817 - DCRRNI ID/UIDB%2F04152%2F2020/PT
oaire.fundingStream6817 - DCRRNI ID
project.funder.identifierhttp://doi.org/10.13039/501100001871
project.funder.nameFundação para a Ciência e a Tecnologia
rcaap.rightsopenAccess
relation.isProjectOfPublication3274bdb3-4dd3-4bbe-8f74-d34190081f87
relation.isProjectOfPublication.latestForDiscovery3274bdb3-4dd3-4bbe-8f74-d34190081f87

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NIMS: MagIC - Artigos em revista internacional com arbitragem científica (Peer-Review articles in international journals)