Harnessing Holographic Technology in Science Education: an İntegrated GETAMEL-TOE Model Analysis

Abstract

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.