This study investigated the acceptance of virtual worlds as a learning space. In this study, the effect of perceived usefulness (PU), ease of use and perceived enjoyment on the behavioural intention (BI) of students to use virtual worlds, as well as the relationship among the variables were examined. The findings from this study highlight important issues related to acceptance and adoption of virtual worlds. First, the results contribute to the literature by defining virtual worlds as a mixed system with both utilitarian and hedonic value. Virtual worlds can focus on the productive use of a system to increase learning as well as the prolonged use to provide fun and enjoyment.