Abstract
The purpose of this study was to investigate the use of 6-DoF high immersive virtual reality for stereoscopic spatial mapping to assess the impact of perceived spatial capabilities on 3D software learning motivation. This study wasn’t a bound course with mandatory participation, and students were free to participate in the trial, and employed HTC VIVE, which provides highly immersive experiences, to elicit strong emotional responses. A total of 111 students from a university digital media department were invited to participate in a 3D VR painting experiment in which students created paintings using Google Tilt Brush. A 5-point scale based on the ARCS learning motivation model was adopted to collect student data. Perform a factor analysis of the data twice to select the appropriate factor (p = 0.000 < 0.05). Specifically, exploratory factor analysis was used to classify factors based on four constructs. The Cronbach alpha values of ARCS were 0.920, 0.929, 0.693 and 0.664, respectively, both >0.6, which still indicate favorable reliability. The results show that immersive VR can promote students’ motivation and interest in learning 3D animation. However, the practical application of this technology requires solving problems related to hardware and space.
Highlights
Research MotivationSince the development of computer-aided design (CAD) in the 1960s, three-dimensional (3D) animation has been widely applied in the film, construction, and gaming industries
From virtual reality (VR) to augmented reality (AR) applications, 3D animation serves as a crucial medium for creating visual content
Because the initial learning scenario and student interest are primary factors that affect initial learning behavior [1], understanding how VR can be used to attract student interest is an essential consideration for teaching 3D animation
Summary
Since the development of computer-aided design (CAD) in the 1960s, three-dimensional (3D) animation has been widely applied in the film, construction, and gaming industries. Software for creating 3D animation features highly complex functions, resulting in a steep learning curve for beginners; methods for increasing the learning motivation of beginners is imperative. Because the initial learning scenario and student interest are primary factors that affect initial learning behavior [1], understanding how VR can be used to attract student interest is an essential consideration for teaching 3D animation. With the advancements of computer hardware and software, new technology has often been applied to improve student learning. Neo and Neo [2] asserted that the use of multimedia technology is an innovative and effective teaching strategy that motivates learning and helps students to develop excellent problem-solving abilities
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