Abstract
With the progression of the Fourth Industrial Revolution and the spread of Untact culture, the utilization of the Metaverse became increasingly prevalent. Concurrently, the scope of its application continually expanded. In this context, this study conducted an empirical analysis of the factors influencing the intention to adopt the Metaverse platform for educational services.
 To achieve this, a questionnaire survey was administered to potential Metaverse users, and 253 effective responses were analyzed. The analysis for hypothesis testing used hierarchical regression analysis. The empirical analysis yielded the following results. Firstly, it was found that performance expectancy and hedonic motivation, both based on the extended Unified Theory of Acceptance and Use of Technology (UTAUT2), had exerted a significant positive effect on the intention to use educational services. The social influence factor was not tested for significance.
 The characteristics inherent to the Metaverse - interactivity, social presence, and emotional presence - all exerted a significant positive effect on the intention to use educational services. The learning orientation, considered as the motivation to partake in education, also demonstrated a significant positive effect.
 The impact magnitude of the variables influencing the intention to use the Metaverse for educational services was ranked as follows: hedonic motivation, learning orientation, performance expectancy, emotional presence, social presence, and interactivity.
 Based on the results of this empirical study, the academic and practical implications were discussed.
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