The purpose of this study was to identify the key factors that promote learner participation in metaverse based physical education classes and to examine the applicability of an extended Technology Acceptance Model (TAM). Beyond the traditional TAM factors perceived ease of use, perceived usefulness, attitude, and behavioral intention this study incorporated perceived enjoyment and self efficacy as extended constructs to capture the unique characteristics of metaverse PE contexts. The participants were 1,180 adolescents attending middle and high schools located in metropolitan cities across Korea. Data were collected through a questionnaire consisting of 38 items, including five demographic questions (gender, education level, grade, residential area, weekly frequency of sports participation) and items measuring the extended TAM constructs.
Data analysis was conducted using SPSS 26.0 for descriptive statistics, frequency analysis, correlation analysis, and reliability testing, while confirmatory factor analysis (CFA) and structural equation modeling (SEM) were performed using AMOS 26.0.
In addition, multi-group analysis was employed to compare gender differences, sequentially testing configural, metric, and scalar invariance. First, perceived playfulness had a significant positive effect on perceived ease of use, perceived usefulness, and attitude in both male and female groups, with stronger effects observed among female students. Second, self efficacy positively influenced perceived ease of use, usefulness, and attitude, with greater influence on attitude found in the female group. Third, perceived ease of use significantly affected usefulness and attitude, usefulness strongly influenced attitude, and attitude emerged as the strongest predictor of behavioral intention to adopt metaverse classes. For effective implementation of metaverse based physical education, user friendly and intuitive interfaces, instructional strategies to enhance self efficacy through step by step guidance and peer learning, and gamification elements to promote positive attitudes are required. Gender sensitive instructional design should be emphasized, and future research needs to examine the long term effects of metaverse based physical education across diverse educational contexts.