Vol. 19 / 2024 – International Conference on Virtual Learning
Ditching the blackboard: The top factors driving teachers' embrace of the Metaverse in Moroccan schools
Nouh ALAOUI MHAMDI, Souad SLAOUI
The factors influencing Moroccan teachers' adoption of Metaverse technologies in educational settings were investigated in this quantitative study, focusing on perceived benefits, readiness, and satisfaction. Using a regression analysis, significant predictors were identified across three dimensions. Gender, with male teachers perceiving greater benefits (β = .367, p < .001), along with teaching experience (β = .764, p = .001), positively influenced perceived benefits. However, teachers in public schools (β = -.355, p < .001) and rural areas (β = -.449, p < .001) were less likely to perceive Metaverse technologies as beneficial. Readiness for adoption was also lower among public school teachers (β = -.516, p < .001) and those in rural areas (β = -.274, p = .001). Satisfaction with Metaverse technologies was significantly higher among teachers with computer training (β = .494, p < .001) but lower for male teachers (β = -.488, p < .001). These findings highlight the importance of addressing infrastructural disparities and providing targeted professional development to ensure widespread Metaverse adoption in Moroccan schools. Limitations include the study's reliance on self-reported data and its cross-sectional design. Future research should explore longitudinal trends and comparative studies across different regions to better understand the broader impact of Metaverse integration in education.
Keywords:
Moroccan teachers,
Metaverse,
education,
Virtual Reality
CITE THIS PAPER AS:
Nouh ALAOUI MHAMDI,
Souad SLAOUI,
"Ditching the blackboard: The top factors driving teachers' embrace of the Metaverse in Moroccan schools",
International Conference on Virtual Learning,
ISSN 2971-9291, ISSN-L 1844-8933,
vol. 19,
pp. 263-274,
2024.
https://doi.org/10.58503/icvl-v19y202422