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

Basyirun Basyirun (Universitas Negeri Semarang)
Andri Setiyawan (Johannes Kepler University Linz)
Soeharto Soeharto (Azerbaijan State University of Economic (UNEC))
Daniel Jarvis (Nipissing University)
Jan Vaněk (University of Ostrava)
Zsolt Lavicza (Johannes Kepler University Linz)

International Journal of Evaluation and Research in Education (IJERE)
Vol 15, No 5: October 2026

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