The impact of PACK on the adoption of Metaverse in Oman

In the rapidly evolving digital landscape, e-learning methods have emerged as a highly influential phenomenon in higher educational institutions. The adoption of e-learning has transformed traditional face-to-face teaching environments into flexible and collaborative modes of education through the utilization of the metaverse platform. However, limited research has addressed the educational aspect of students' adoption of the metaverse platform. This study aims to bridge this gap by examining a conceptual model that incorporates crucial factors such as Technological Pedagogical Content Knowledge (TPACK), Technology Self Efficacy (TSE), Perceived Enjoyment (PE), Perceived Complexity (PC), Perceived Value (PV), and Controlled immersion, interaction, and imagination (III). A survey involving 342 students from Omani universities was conducted, revealing that TPACK positively influences metaverse adoption. The noteworthy impact of perceived enjoyment, perceived complexity, and perceived value were also observed. These findings underscore the significance of these factors in shaping the adoption of the metaverse and enhancing the e-learning experience. The practical implication of this study emphasizes the need for educational institutions to develop strategies enhancing technological skills, engagement, and content relevance in e-learning, particularly in the metaverse, to improve student adoption and learning experiences. This involves focusing on technological pedagogy, student confidence in technology use, and creating immersive, enjoyable, and valuable learning environments.