Exploring Factors Affecting Elementary School Teachers’ Adoption of 3D Printers In Teaching

Abstract

Owing to its advantages such as producing durable models and easy accessibility, 3D modeling and printing (3DMP) has become increasingly popular in educational practice and research. However, the results of many studies have shown that the adoption rate of 3DMP among teachers is still low, especially in elementary schools. Therefore, research is needed to expand current knowledge about what influences teachers' decisions to start and continue using 3DMP in elementary schools. To investigate factors that affect elementary school teachers' decisions to use 3D printing in teaching, this study uses a mixed methods research approach combining binary logistic regression with a qualitative thematic analysis approach. Both approaches assembled predictive constructs from a range of theories on (1) technology acceptance and (2) intentions to continue or abandon 3DMP use. Using a sample of 225 elementary teachers from Montenegro, this study empirically concluded that intentions to discontinue 3DMP was slightly more strongly correlated with the predictors (i.e., performance expectancy, effort expectancy, perceived pedagogical impact, personal innovativeness, management support, user interface quality, technology compatibility, social influence, student expectations) than was intentions to continue using 3DMP. Performance expectancy was a significant determinant of teachers’ continued use of a 3DMP approach. The remaining seven factors (constructs) were found to be insignificant predictors. Perceived pedagogical impact and technology compatibility were significantly associated with teachers' decisions to discontinue using 3DMP. Our results also suggest that the time required to use 3DMP during instruction, the impact of 3DMP on the implementation of curriculum activities, and the availability of 3D printers are all relevant factors that influence teachers’' decision to use or abandon 3DMP.