Introduction
3DMP in elementary school
Theoretical framework
Tested model and hypotheses
Name of the phase: | Time period of the phase: | Phase Description: |
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1. Public call for a workshop | One month | The public call for a workshop on the use of 3D printing was distributed to all elementary schools in Montenegro. It was indicated in the call that each selected school would be equipped with a 3D printer and printing materials |
2. School selection | 15 days | Ten schools were selected, based on the total number of students and the number of teachers interested in participating in the workshop (between 25 and 35 participants) |
3. Providing schools with 3D printers and workshops | 1 day (8 h) | Each school participating in the study was provided with 3D printers. Teachers from each school participated in the workshops, which covered the following areas: Presentation of examples of best practice in the use of 3DMP in the classroom, technical characteristics of 3D printers, connection of printers with other digital devices, software for 3D modelling, preparation of the model and its printing, practical work by teachers on 3D modelling and printing, questions and answers, indication of contacts for future questions and support. Workshops were held by international experts in the field of 3DMP implementation in education |
The outcome construct: Continuance Intention (CI)
CI | Value | Continuance intention | N | N% |
---|---|---|---|---|
CI1 | 3 | I will definitely use the 3DMP on a regular basis (twice a month) in the next school year | 162 | 73.6 |
CI3 | 1 | My intention is to stop the use of 3DMP in teaching | 25 | 11.4 |
CI4 | 4 | My intention is to increase the use of 3DMP in teaching | 23 | 10.5 |
CI2 | 2 | My intention is to reduce the use of 3DMP in teaching | 10 | 4.5 |
The constructs predicting Continuance Intention (CI)
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H1: PE statistically significantly predicts teachers’ continuance intention (CI) to use 3DMP in the classroom.
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H2: EE statistically significantly predicts teachers’ continuance intention (CI) to use 3DMP in the classroom.
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H3: PPI statistically significantly predicts teachers’ continuance intention (CI) to use 3DMP in the classroom.
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H4: PI statistically significantly predicts teachers’ continuance intention (CI) to use 3DMP in the classroom.
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H5: MS statistically significantly predicts teachers’ continuance intention (CI) to use 3DMP in the classroom.
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H6: UIQ statistically significantly predicts teachers’ continuance intention (CI) to use 3DMP in the classroom.
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H7: TC statistically significantly predicts teachers’ continuance intention (CI) to use 3DMP in the classroom.
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H8: SI statistically significantly predicts teachers’ continuance intention (CI) to use 3DMP in the classroom.
Study design
Sampling and Research Sample
Variables in the models
Questionnaire development and validation
Data Analysis
Results
Part 1: Descriptive statistics -measures of central tendencies and factor loadings
Continuance Intention (CI)
Performance expectancy (PE)
Item | Performance expectancy (PE) | N | Mean | Med | Mode | SD | F1 |
---|---|---|---|---|---|---|---|
PE1 | I find the 3DMP useful in teaching | 229 | 6.14 | 7 | 7 | 1.25 | 0.92 |
PE2 | Using the 3DMP increases my productivity while teaching | 228 | 5.81 | 6 | 7 | 1.34 | 0.94 |
PE3 | Using the 3DMP increases the effectiveness of my teaching | 229 | 5.83 | 6 | 7 | 1.35 | 0.95 |
PE4 | Using the 3DMP makes it easier to teach | 228 | 4.39 | 5 | 5 | 1.82 | 0.77 |
sumPE | 22.19 | 23 | 26 | 5.01 |
Effort Expectancy (EE)
EE | Effort Expectancy | N | Mean | Med | Mode | SD | F1 |
---|---|---|---|---|---|---|---|
EE1 | The 3D printer is easy to use | 229 | 4.73 | 5 | 5 | 1.81 | 0.91 |
EE3 | My interaction with the 3D printer is clear and understandable | 229 | 3.93 | 4 | 5 | 1.83 | 0.80 |
EE2 | Acquiring the skills to implement the 3D printer in teaching is simple | 229 | 3.80 | 4 | 5 | 1.48 | 0.98 |
SumEE | 12.46 | 13 | 15 | 4.76 |
PPI | Perceived Pedagogical Impact | N | Mean | Med | Mode | SD | F1 |
---|---|---|---|---|---|---|---|
PPI4 | Using the 3DMP in teaching has an impact on students’ active engagement in the teaching process | 229 | 6.28 | 7 | 7 | 1.07 | 0.66 |
PPI5 | Using the 3DMP in teaching has an impact on the time students spend using the computer for educational purposes | 228 | 5.63 | 6 | 7 | 1.32 | 0.52 |
PPI2 | The 3DMP has an impact on student motivation | 229 | 5.88 | 6 | 7 | 1.09 | 0.77 |
PPI1 | Using the 3DMP in teaching has an impact on academic achievement | 229 | 5.62 | 6 | 7 | 1.36 | 0.85 |
PPI3 | Using the 3DMP in teaching has an impact on student attitudes toward educational technologies | 229 | 4.90 | 5 | 5 | 1.34 | 0.67 |
sumPPI | 28.37 | 29 | 31 | 4.6 |
PI | Personal Innovativeness | N | Mean | Med | Mode | SD | F1 |
---|---|---|---|---|---|---|---|
PI2 | I like to experiment with new teaching materials | 229 | 6.01 | 6 | 7 | 1.13 | 0.76 |
PI3 | In general, I don’t hesitate to try out new information technologies in teaching | 227 | 5.70 | 6 | 7 | 1.30 | 0.93 |
PI4 | If I heard about a new form of information technology, I would look for ways to experiment with it | 229 | 5.65 | 6 | 7 | 1.35 | 0.86 |
PI1 | I like to experiment with new technology | 229 | 5.54 | 6 | 5 | 1.39 | 0.88 |
sumPI | 22.95 | 24.0 | 28 | 4.6 |
MS | Management Support | N | Mean | Med | Mode | SD | F1 |
---|---|---|---|---|---|---|---|
MS1 | The head of the school encourages me to use the 3DMP for instruction | 30 | 4.89 | 5 | 5 | 1.35 | 0.86 |
MS2 | The educational inspector recognizes my efforts in using the 3DMP for instruction | 27 | 4.97 | 5 | 5 | 1.39 | 0.87 |
MS3 | School management provides most of the necessary help and resources to enable people to use the 3DMP | 28 | 5.01 | 5 | 5 | 1.36 | 0.92 |
MS4 | School management is aware of the benefits that can be achieved by the use of the 3DMP in teaching | 32 | 5.18 | 5 | 5 | 1.37 | 0.84 |
sumMS | 20 | 20 | 20 | 5.00 |
UIQ | User Interface Quality | N | Mean | Med | Mode | SD | F1 |
---|---|---|---|---|---|---|---|
UIQ1 | It is easy to navigate through the 3DMP | 227 | 4.66 | 5 | 5 | 1.44 | 0.90 |
UIQ2 | The user interface of the 3DMP is interactive and well organized | 229 | 4.63 | 5 | 5 | 1.52 | 0.91 |
UIQ3 | The implementation of the 3DMP in teaching creates an audio-visual experience | 228 | 4.74 | 5 | 5 | 1.44 | 0.82 |
UIQ4 | The teaching content in the 3DMP is presented in an attractive way | 229 | 5.92 | 6 | 7 | 1.20 | 0.57 |
sumUIQ | 19.93 | 21 | 20 | 4.8 |
TC | Technology Compatibility | N | Mean | Med | Mode | SD | F1 |
---|---|---|---|---|---|---|---|
TC4 | Using the 3DMP is compatible with the instructions that I usually use in teaching | 228 | 5.70 | 6 | 7 | 1.34 | 0.85 |
TC3 | Using the 3DMP is compatible with all aspects of my teaching | 229 | 5.45 | 6 | 5 | 1.35 | 0.92 |
TC1 | The software for the 3DMP is compatible with other devices I use (laptops, tablets, PCs, smart phones and so on) | 229 | 5.36 | 5 | 5 | 1.1 | 0.81 |
TC2 | Using the 3DMP fits into my lifestyle | 229 | 5.03 | 5 | 5 | 1.45 | 0.86 |
sumTC | - | 21.56 | 22 | 20 | 4.73 | - |
SI | Social influence and Student Expectations | N | Mean | Med | Mode | SD | F1 |
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SI3 | Students expect me to use the 3DMP | 228 | 4.27 | 4 | 4 | 1.82 | 0.89 |
SI1 | Students’ parents expect me to use the 3DMP | 228 | 3.22 | 3 | 1 | 1.92 | 0.80 |
SI4 | People who influence my behaviour think that I should use the 3DMP | 227 | 4.78 | 5 | 5 | 1.67 | 0.90 |
SI2 | Colleagues in my organization who use the 3DMP have more prestige than those who do not | 226 | 4.89 | 5 | 5 | 1.72 | 0.80 |
sumSI | - | 16.69 | 17 | 18 | 6.33 | - |
Perceived Pedagogical Impact (PPI)
Personal Innovativeness (PI)
Management Support (MS)
User Interface Quality (UIQ)
Technology Compatibility (TC)
Social influence (Si)
Part 2: Hypotheses testing -Correlations and regression coefficients between predicting constructs and CIs
Construct | Stop | Reduce | Same | Increase | Sum |
---|---|---|---|---|---|
SUMTC (N = 217) | -0.515** | -0.117 (0.87) | 0.421** | 0.012 (0.859) | 0.398** |
SUMUIQ (N = 219) | -0.493** | -0.155* | 0.394** | 0.050 (0.462) | 0.415** |
SUMPI (N = 216) | -0.474** | -0.117 (0.85) | 0.410** | -0.023 (0.741) | 0.344** |
SUMMS (N = 213) | -0.472** | -0.141* | 0.430** | -0.028 (0.681) | 0.355** |
SUMPE (N = 218) | -0.462** | -0.212** | 0.436** | -0.009 (0.898 | 0.379** |
SUMSI (N = 217) | -0.454** | -0.208** | 0.439** | -0.015 (0.825) | 0.375** |
SUMEE (N = 220) | -0.453** | -0.238** | 0.411** | 0.040 (0.557) | 0.413** |
SUMPPI (N = 218) | -0.326** | -0.227** | 0.315** | 0.036 (0.593) | 0.321** |
B | S.E | Wald | df | Sig | Exp(B) | 95CIL | 95CIU | |
---|---|---|---|---|---|---|---|---|
SUMPE | 0.227 | 0.087 | 6.744 | 1 | 0.009 | 1.255 | 1.057 | 1.490 |
SUMPPI | -0.154 | 0.085 | 3.298 | 1 | 0.069 | 0.857 | 0.726 | 1.012 |
SUMUIQ | 0.079 | 0.073 | 1.148 | 1 | 0.284 | 1.082 | 0.937 | 1.249 |
SUMSI | 0.059 | 0.056 | 1.138 | 1 | 0.286 | 1.061 | 0.952 | 1.183 |
SUMMS | 0.064 | 0.064 | 0.993 | 1 | 0.319 | 1.066 | 0.940 | 1.210 |
SUMTC | 0.046 | 0.097 | 0.228 | 1 | 0.633 | 1.048 | 0.866 | 1.267 |
SUMEE | 0.012 | 0.071 | 0.030 | 1 | 0.861 | 1.012 | 0.881 | 1.163 |
SUMPI | 0.017 | 0.098 | 0.030 | 1 | 0.863 | 1.017 | 0.840 | 1.231 |
Constant | -4.717 | 1.765 | 7.141 | 1 | 0.008 | 0.009 |
B | S.E | Wald | df | Sig | Exp(B) | 95CIL | 95CIU | |
---|---|---|---|---|---|---|---|---|
SUMPPI | 0.515 | 0.227 | 5.173 | 1 | 0.023 | 1.674 | 1.074 | 2.611 |
SUMTC | -0.957 | 0.478 | 4.007 | 1 | 0.045 | 0.384 | 0.150 | 0.980 |
SUMPE | -0.363 | 0.204 | 3.182 | 1 | 0.074 | 0.696 | 0.467 | 1.037 |
SUMSI | -0.289 | 0.173 | 2.789 | 1 | 0.095 | 0.749 | 0.533 | 1.051 |
SUMEE | -0.626 | 0.444 | 1.983 | 1 | 0.159 | 0.535 | 0.224 | 1.278 |
SUMPI | 0.411 | 0.325 | 1.603 | 1 | 0.205 | 1.508 | 0.798 | 2.850 |
SUMMS | -0.071 | 0.122 | 0.337 | 1 | 0.562 | 0.932 | 0.733 | 1.184 |
SUMUIQ | -0.046 | 0.171 | 0.073 | 1 | 0.786 | 0.955 | 0.684 | 1.334 |
Constant | 10.682 | 4.956 | 4.647 | 1 | 0.031 | 43579.492 |