A Concept Paper on Students’ Acceptance of Spatial-Unity Metaverse for Learning Fundamentals of Computer Science

The current progression of technology has led to the introduction of immersive learning tools that can be integrated into educational settings to redefine teaching and learning pedagogical approaches. Metaverse platforms are amongst the latest tool that incorporates both virtual and augmented reality experiences to provide real-time collaboration, and engagement and address specific challenges in understanding abstract concepts in learning. This concept paper focuses on the potential use and acceptance of metaverse platforms, specifically Spatial-Unity in providing an engaging space where students can understand abstract concepts within The Fundamental of Computer Science subject and explore the importance of understanding the acceptance of secondary school students in accepting this technology within specific subjects as their cognitive and developmental stages influence their learning preferences and engagement through the proposal of integrating the Unified Theory of Acceptance and Use of Technology framework (UTAUT). To better understand students’ acceptance, important factors within the UTAUT framework such as hedonic motivation, performance expectancy, and facilitating conditions, are proposed. These factors may impact the overall acceptance of Spatial-Unity among secondary school students. The potential findings aim to identify research gaps within the acceptance of metaverse platforms and provide insights for educators, policymakers, and developers on how to enhance computer science learning and STEM education in general, improve equity in technological adoption, and foster innovative approaches to teaching abstract concepts.