A Proposed Model of Gender Differences in Metaverse Usage Intentions in Education: An Innovation Resistance Theory Perspective

Nowadays, many innovations, such as Metaverse, are becoming inevitable for the success of individuals or organizations. The use of Metaverse is becoming crucial for enhancing the performance and output of various industries. Therefore, developed countries are gradually using and embedding Metaverse in their tasks to achieve better outcomes and results in contrast with developing countries such as Jordan. Regarding the Metaverse within educational institutions, it is known that it enhances the learner experience by exposing them to different scenarios and implementing theories through interaction with a virtual world led by their avatars. Moreover, after the COVID-19 outbreak, the launch of a newly constructed educational ecosystem was extremely important due to the mandatory lockdowns and educational obstacles. Consequently, the reliance on online platforms for distance course delivery increased. Afterward, the Metaverse was officially introduced to keep up with the fast pace of technological advancements in education. This paper proposed a model for Metaverse usage intention in education based on Innovation resistance theory moderated by gender.