Evaluation of Metaverse as a Learning Environment and Level of Technology Acceptance: An Engineering Example

ABSTRACT Background The use of innovative technologies in education has consistently driven improved learning experiences. The metaverse, a virtual space combining augmented reality and persistent virtual environments, is increasingly being recognised for its potential in education. Especially in engineering, where hands‐on experience and immersive learning are essential, the metaverse can offer interactive and engaging opportunities. However, its impact on learning outcomes and its acceptance by students, particularly in mechanical engineering, still needs more investigation. Purpose This study aimed to assess the influence of the metaverse on learning outcomes and the level of acceptance and usage of this new technology among mechanical engineering students. Method Participants were randomly assigned to two groups: a control group receiving traditional education and an experimental group that received both traditional education and supplementary training in the metaverse environment. Pre‐test and post‐test assessments were conducted to assess the change in knowledge levels between the two groups. Furthermore, students' technology acceptance and usage were evaluated using a Turkish valid and reliable scale based on the Unified Theory of Acceptance and Use of Technology (UTAUT) model (1,2). Findings The results indicated a substantial improvement in learning outcomes for the experimental group. A key novel finding of this study is the direct correlation between the increase in test scores and the effort expectancy subscale of the UTAUT scale. This study offers a systematic evaluation of metaverse‐based instruction specifically in mechanical engineering, an area that has been underexplored. Its primary contribution lies in simultaneously measuring both learning outcomes and technology acceptance, therefore bridging theoretical knowledge and practical application, highlighting how metaverse environments can complement traditional methods. The findings contribute empirical evidence to guide educators, policymakers, and developers in effectively integrating metaverse‐based tools, ultimately enriching mechanical engineering curricula and enhancing students' learning experiences. Conclusion The findings of this study contribute to our understanding of the potential benefits of the metaverse in enhancing learning outcomes and its adoption in engineering education.