Metaverse, a burgeoning technological trend that combines virtual and augmented reality, provides users with a fully digital environment where they can assume a virtual identity through a digital avatar and interact with others as they were in the real world. Its applications span diverse domains such as economy (with its entry into the cryptocurrency field), finance, social life, working environment, healthcare, real estate, and education. During the COVID-19 and post-COVID-19 era, universities have rapidly adopted e-learning technologies to provide students with online access to learning content and platforms, rendering previous considerations on integrating such technologies or preparing institutional infrastructures virtually obsolete. In light of this context, the present study proposes a framework for analyzing university students' acceptance and intention to use metaverse technologies in education, drawing upon the Technology Acceptance Model (TAM). The study aims to investigate the relationship between students' intention to use metaverse technologies in education, hereafter referred to as MetaEducation, and selected TAM constructs, including Attitude, Perceived Usefulness, Perceived Ease of Use, Self-efficacy of metaverse technologies in education, and Subjective Norm. Notably, Self-efficacy and Subjective Norm have a positive influence on Attitude and Perceived Usefulness, whereas Perceived Ease of Use does not exhibit a strong correlation with Attitude or Perceived Usefulness. The authors postulate that the weak associations between the study's constructs may be attributed to limited knowledge regarding MetaEducation and its potential benefits. Further investigation and analysis of the study's proposed model are warranted to comprehensively understand the complex dynamics involved in the acceptance and utilization of MetaEducation technologies in the realm of higher education

翻译：元宇宙作为融合虚拟现实与增强现实的新兴技术趋势，为用户提供完全数字化的环境，使其能够通过数字角色以虚拟身份进行与现实世界相同的交互。其应用领域广泛，涵盖经济（涉足加密货币领域）、金融、社会生活、工作环境、医疗保健、房地产及教育等。在新冠疫情及后疫情时代，高校迅速采用电子学习技术，为学生提供在线学习内容与平台，这使得此前关于整合此类技术或建设机构基础设施的考量近乎过时。基于此背景，本研究以技术接受模型（TAM）为理论基础，构建分析框架探究大学生在教育领域接受与使用元宇宙技术的意向。研究旨在探讨学生使用元宇宙教育技术（以下简称元教育技术）的意向与TAM关键构念（包括态度、感知有用性、感知易用性、元教育技术自我效能感及主观规范）之间的关系。值得注意的是，自我效能感与主观规范对态度和感知有用性具有正向影响，而感知易用性与态度或感知有用性之间未呈现强相关性。作者推测，研究构念间较弱的关联性可能源于对元教育技术及其潜在益处的认知局限。为全面理解高等教育领域元教育技术接受与使用的复杂动态机制，仍需对该研究提出的模型开展进一步探索与分析。