Abstract: Distance learning has become the main teaching and learning method, and currently the metaverse is being proposed as a new alternative for accessing educational information. Henceforth, metaverse technology is considered a new alternative for accessing educational information. In fact, several countries such as Korea and Japan have started using this technology in education. Thus, and through this study, it can be assumed that it is important to collect the students' opinions to know their attitudes in relation to using the metaverse technology in their teaching and learning, as well as knowing how to better use the educational spaces. Such studies are necessary to determine the effectiveness of using metaverse for educational purposes. In addition, it would be worthwhile not only to get an understanding of the ways of using the educational environment more effectively, but also to highlight the need to educate students about metaverse technology and how it can be used to access information. The current study seeks to depict what students think about the ways of using metaverse applications in the classroom and obtain information. In this research, the descriptive analytical method was used. The research community was represented by the students of the Computer Engineering Department at King Abdulaziz University in Jeddah, where a random sample of 89 male and female students from the Computer Engineering Department was selected. The questionnaire was the study tool to collect the related information and data. The study results indicated that the degree of students’ responses regarding the use of metaverse technology in education, and the benefits of using metaverse technology in the classroom, were with a high degree of agreement. The results also showed that the degree of students’ responses about the disadvantages of using metaverse technology in the classroom was with a moderate degree of agreement. Moreover, there were no statistically significant differences between males and females, ages, the extent of using metaverse technology before, and the extent to which metaverse technology is available for permanent and effective learning in the classroom in the axes of the study tool as they were at a level of statistical significance (0.05). On the other hand, the creation of digital learning and research environments for immersive experiences is not reflected in the prevalence of a large number of educational experiments conducted on metaverse technology. Consequently, the topic of this study is of great interest for further research and innovation to lay the theoretical foundations for expanding the field of study. Accordingly, it would be necessary to conduct a systematic review of the main scientific literature to contribute to the subject of study with a great potential to ensure the establishment of an optimum from its theoretical foundations leading to its subsequent adoption as a main topic for the use of technology in the field of education, in addition to subsequently demonstrating the theoretical specificities that can be applied to teaching methodology.

metaverse, blended learning, avatar, smart device, virtual reality