In the current digital education landscape, metaverses are emerging as innovative tools with the potential to revolutionize learning. Among these, the Spatial platform stands out for its unique features. This virtual environment allows users to interact through avatars within a three-dimensional universe, expanding opportunities for education beyond entertainment and socialization. This study explored the acceptance and usage of the Spatial platform in a private university in Mexico, involving 44 engineering students in a quasi-experimental study. Students used Spatial to supplement their learning, evaluating dimensions such as perceived usefulness, ease of use, enjoyment, and continued usage intention through an adapted questionnaire. The study's results demonstrated a higher acceptance of the Spatial platform among the group that used immersive virtual reality (M=52.63, SD=8.469, V=71.726). However, these differences were not statistically significant compared to those using desktop virtual environments (M=51.08, S D=9.529, V=90.811). Both groups showed good acceptance of Spatial as an educational tool. Future research should expand to encompass larger and more diverse educational settings, thereby improving our understanding of student preferences and perceptions of these emerging technologies and guiding future academic implementations and technological developments.
