<![CDATA[Three years after the COVID-19 pandemic emerged, we have adapted to the new normal, especially in the education field. Learning with video conferences has become our daily activity, and learning tools have gotten more prominent attention to gain student engagement, especially in emergency remote teaching (ERT). Since the trends of metaverse campaigns by meta, augmented reality (AR) has increased recognition in education contexts. However, very little research about the acceptance of augmented reality in video conferences, especially among university students. This paper aims to measure acceptance of AR in video conferences to motivate and inspire students to gain benefits and get impactful technology in the learning process. The research gathered data from a survey of 170 university students (from 5 majors in the study program and 17 different demographic areas) using unified theory of acceptance of technology 2 (UTAUT2). The result reveals that variables significantly impact acceptance: performance expectancy, hedonic motivation, and habit. The least significant but still positive effects are effort expectancy, social influence, and facilitating conditions. The study will provide helpful information on AR technology in video conferences and help top-level management in the university that provides online/distance learning in the early diffusion stage for metaverse in education.]]>
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