Abstract
The use of Metaverse became popular to overcome the limitations of 2D e-learning. Metaverse has undergone significant changes in terms of application types, software, platform, and devices. Therefore, the emergence of the Metaverse influences users, especially students and teachers of different educational fields, in accepting or rejecting the use of the Metaverse. The PRISMA study aims to map the trends of changes in the use of Metaverse in education and examine its perceived usefulness and perceived ease of use from 2008 to 2022. The research findings are concluded as follows: (1) the trend of change from a single platform or software of the Metaverse to a more diverse combination of software and devices among the types of Metaverse in education; (2) the importance of perceived usefulness and perceived ease of use in the acceptance and rejection of the use of Metaverse in education. Future research suggests exploring the perceived usefulness and ease of use for a broader range of education fields, and considering different types in relation to the design of Metaverse platforms and devices.