Work

Privacy, identity, and fairness: Unpacking ethical influences on metaverse adoption in university learning

Year: 2025

Type: article

Abstract: As immersive technologies like the Metaverse continue to reshape higher education, it becomes increasingly vital to examine the ethical dimensions shaping student engagement with these platforms. This study investigates how university students perceive privacy, digital identity, informed consent, and algorithmic fairness in Metaverse-based classrooms, and how these perceptions influence their trust and behavioral intention to adopt the technology. A quantitative survey was conducted with 310 students from a major UAE-based university, all of whom had prior exposure to virtual learning platforms. Using Partial Least Squares Structural Equation Modeling (PLS-SEM) via SmartPLS 4.0, the study found that Metaverse Ethical Dimensions (MED) significantly influence both Trusting Intention (TRI) ( β = 0.740, p < 0.001) and Intention to Use (IU) ( β = 0.573, p < 0.001). Additionally, TRI partially mediates the relationship between MED and IU ( β = 0.206, p = 0.001). These results highlight the central role of ethical design and user trust in promoting the adoption of Metaverse-based classrooms.

Source: Computers and Education Open

DOI: 10.1016/j.caeo.2025.100292

Authors: Mousa Al-kfairy, Meera Alalawi, Saed Alrabaee, Omar Alfandi

Institutions: Zayed University, United Arab Emirates University

Language: English

Topic: Virtual Reality Applications and Impacts

Subfield: Human-Computer Interaction

Field: Computer Science

Domain: Physical Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $1,390