3D modeling knowledge, perceived usefulness, and intention to use Shapr3D in vocational teacher education

Abstract

Although 3D modeling is increasingly promoted in technical and vocational education and training (TVET) teacher education, evidence on vocational pre-service teachers’ 3D modeling knowledge remains limited. Evidence on how this knowledge shapes their intention to use the tools in future teaching is also scarce. This study examined the relationships among 3D modeling knowledge (K3DM), perceived usefulness (PU), and behavioral intention (BI) to use the technology in vocational teacher education. Survey data were collected through purposive sampling from 157 vocational pre-service teachers across 13 teacher education institutions in Indonesia. The data were analyzed using descriptive statistics and covariance-based structural equation modeling (CB-SEM). Confirmatory factor analysis (CFA) indicated acceptable measurement properties, Chi-square (χ²) (101)=191.081, p<0.001, comparative fit index (CFI)=0.966, Tucker–Lewis index (TLI)=0.960, root mean square error of approximation (RMSEA)=0.075, and standardized root mean square residual (SRMR)=0.036. The structural model also showed good fit. The results revealed that K3DM positively predicted both PU and BI. However, PU did not significantly predict BI, and the indirect effect of K3DM on BI through PU was not supported. These findings reveal that in vocational teacher education, strengthening pre-service teachers’ modeling competence and task readiness is more important than emphasizing PU alone. This is particularly important when preparing them to integrate 3D modeling into instruction. The study highlights the educational significance of embedding hands-on 3D modeling experiences into teacher preparation programs to better equip future vocational teachers for technology-integrated instruction.