Harnessing holographic technology in science education
An integrated Getamel-TOE model analysis
Bibliographic Data
| ID | 21632155 |
|---|---|
| Authors | Alper Murat Özdemir (0000-0003-2651-2090, Nevşehir Hacı Bektaş Veli University), Hüseyin Ateş (0000-0003-0031-8994, Kırşehir Ahi Evran University, corresponding author) |
| Year | 2026 |
| Volume | 34 |
| Issue | 5 |
| Pages | 3218-3246 |
| Publication date | 2026-05-28 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Interactive Learning Environments (JOURNAL) |
| Journal identifiers | ISSN: 1049-4820 • E-ISSN: 1744-5191 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/10494820.2025.2564738 |
| OpenAlex | W4414620856 |
| Language | EN |
| References cited | 63 |
This study develops and validates an integrated framework combining the General Extended Technology Acceptance Model for E-Learning (GETAMEL) with the Technology-Organization-Environment (TOE) framework to explore science teachers’ adoption of holographic technology in middle schools. Survey data from 750 in-service teachers across Turkey were analyzed using structural equation modeling. The integrated model demonstrated stronger explanatory power (R2 = 0.59) than either framework alone. Key findings highlight the influence of subjective norms, perceived usefulness, perceived ease of use, perceived enjoyment, and self-efficacy in shaping positive attitudes and adoption intentions. Mediation effects were identified: perceived usefulness partially mediated the roles of prior teaching experience and subjective norms, while perceived ease of use mediated the effect of self-efficacy on attitude. Organizational and environmental factors, including relative advantage, compatibility, competitive pressure, government support, and managerial endorsement, were also significant predictors. However, teacher anxiety emerged as a substantial barrier, underscoring the need for targeted interventions to reduce psychological resistance. The study’s implications emphasize professional development, institutional support, clear policies, and pilot programs to foster adoption. Theoretically, it contributes by integrating cognitive, emotional, and organizational perspectives, while practically, it provides guidance for advancing holography adoption in education. Limitations and directions for future research are also outlined
Educational technology · Holography · Science education · Technology integration · Visualization · Mobile Learning in Education · Technology Adoption and User Behaviour
Developing a General Extended Technology Acceptance Model for E-Learning (Getamel) by analysing commonly used external factors
Personal norms and the adoption of pro-environmental binning behaviour in national parks
Investigating the influence of the most commonly used external variables of TAM on students’ Perceived Ease of Use (Peou) and Perceived Usefulness (PU) of e-portfolios
Specification, evaluation, and interpretation of structural equation models
Self-Efficacy
The theory of planned behavior
User Acceptance of Information Technology
Common method biases in behavioral research
Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology
Industry Readiness and Adaptation of Fourth Industrial Revolution
Understanding instructors’ tablet adoption for note-taking in interpreting
Mapping the interconnections
Analysing Students’ Spatial Abilities in Chemistry Learning Using 3D Virtual Representation
Rethinking Science Education Practices
Smart teachers in smart schools in a smart city
Evaluating science teachers’ flipped learning readiness
Proposing a conceptual model for the adoption of artificial intelligence by teachers in STEM education
The effectiveness of 3D holographic technology on students’ learning performance
Research on the development of an effective mechanism of using public online education resource platform
Exploring the nexus of self-efficacy in digital literacy and technology acceptance
Understanding AI adoption in manufacturing and production firms using an integrated TAM-TOE model
Understanding School Readiness Factors in relation to the Incorporation of Artificial Intelligence using TOE Framework
Analyzing the barriers to blockchain adoption in educational sectors
Remote work as a new normal? The technology-organization-environment (TOE) context
Principles and Practice of Structural Equation Modeling
Understanding continuous use intention of technology among higher education teachers in emerging economy
Alternative Ways of Assessing Model Fit
| Citation velocity | historical |
|---|---|
| Highly cited | No |