Abstract
This study explores the impact of integrating the use of disruptive technologies on 3D-printed toys within elementary education through a mixed-methods approach, combining an experimental design with qualitative interviews. Focusing on the potential of disruptive technologies to innovate educational practices, we divided participants into control and experimental groups, the latter engaging with the 3D-printed educational toys. Despite the innovative application of 3D printing technology in educational settings, our findings reveal no significant differences in the learning outcomes between the two groups. Therefore, this research contributes to the literature on educational innovation, suggesting that the mere introduction of novel technologies, such as 3D printing, may not be sufficient to enhance learning effectiveness. Regarding practical implications, the study is aimed at scholars, teachers, and educational managers, to underscore the necessity of a critical assessment of educational tools and calls for further investigation into how technology integrates into pedagogical frameworks to truly benefit elementary education. Received: 12 July 2024 / Accepted: 31 October 2024 / Published: 05 November 2024
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