Learning and teaching have been transformed by technologies in the last few decades. The rise of immersive technologies, such as the metaverse, has started gaining educators’. This phenomenon brings the need for a thorough understanding of how the metaverse could be adopted effectively for learning purposes. This study applied the Technology Acceptance Model (TAM) and Diffusion of Innovation (DoI) to investigate the variables affecting student intention of using immersive metaverse for learning purposes. An online survey was conducted to collect student responses from a US university. A sample of 81 responses was analysed using Structural Equation Modelling (SEM). The results indicate that compatibility and perceived risk influence perceived ease of use and usefulness. Perceived usefulness influences attitudes which consequently influence the intention to use. However, personal innovativeness was not found to influence perceived ease of use and usefulness. The perceived ease of use was not found to impact attitudes.