Youth’s behavior in using the metaverse: A case of application in education in Ho Chi Minh City

Abstract

The convergence of Virtual Reality (VR) and Augmented Reality (AR) within the Metaverse is shaping a groundbreaking technological platform with the potential to revolutionize educational methodologies and interaction within learning environments. Acknowledging this potential, the younger generation in Vietnam - particularly in Ho Chi Minh City - is increasingly interested in leveraging Metaverse technologies to enhance learning experiences, thereby fostering a flexible and creative trend in both online and in-person education. This study aims to identify the determinants influencing the adoption behavior of the Metaverse in educational contexts among young individuals in Ho Chi Minh City. Data were collected from 512 respondents aged 18 to 25 and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). Results show that Personal Innovativeness, Social Influence, Perceived Usefulness, Perceived Ease of Use, and Intention to Use positively affect Metaverse usage behavior, while Perceived Risk has a negative impact. Theoretically, the study extends the Technology Acceptance Model by integrating additional behavioral and contextual factors, offering a culturally grounded framework for emerging technologies in education. These findings provide practical guidance for institutions and developers aiming to optimize Metaverse applications in instructional design.