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Research on 3D Painting in Virtual Reality to Improve Students’ Motivation of 3D Animation Learning

Author

Listed:
  • Li-Hsing Ho

    (Department of Technology Management, Chung Hua University, Hsinchu 300, Taiwan)

  • Hung Sun

    (Ph.D. Program of Technology Management, Chung Hua University, Hsinchu 300, Taiwan
    Department of Digital Multimedia Design, China University of Technology, Taipei City 116, Taiwan)

  • Tsun-Hung Tsai

    (Department of Communications Design, Shih Chien University, Taipei City 104, Taiwan)

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.

Suggested Citation

  • Li-Hsing Ho & Hung Sun & Tsun-Hung Tsai, 2019. "Research on 3D Painting in Virtual Reality to Improve Students’ Motivation of 3D Animation Learning," Sustainability, MDPI, vol. 11(6), pages 1-17, March.
    • Handle: RePEc:gam:jsusta:v:11:y:2019:i:6:p:1605-:d:214476
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    References listed on IDEAS

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    1. William R. Nugent, 1991. "Virtual reality: Advanced imaging special effects let you roam in cyberspace," Journal of the American Society for Information Science, Association for Information Science & Technology, vol. 42(8), pages 609-617, September.
    2. Rafael Molina-Carmona & María Luisa Pertegal-Felices & Antonio Jimeno-Morenilla & Higinio Mora-Mora, 2018. "Virtual Reality Learning Activities for Multimedia Students to Enhance Spatial Ability," Sustainability, MDPI, vol. 10(4), pages 1-13, April.
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    Citations

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    Cited by:

    1. Teen-Hang Meen & Charles Tijus & Jui-Che Tu, 2019. "Selected Papers from the Eurasian Conference on Educational Innovation 2019," Sustainability, MDPI, vol. 11(23), pages 1-12, December.
    2. Bahaa Mustafa, 2022. "Using 3D Animation and Virtual Reality in Educations," Technium Social Sciences Journal, Technium Science, vol. 27(1), pages 269-289, January.
    3. José M. Bautista-Vallejo & Rafael M. Hernández-Carrera & Ricardo Moreno-Rodriguez & José Luis Lopez-Bastias, 2020. "Improvement of Memory and Motivation in Language Learning in Primary Education through the Interactive Digital Whiteboard (IDW): The Future in a Post-Pandemic Period," Sustainability, MDPI, vol. 12(19), pages 1-18, October.
    4. repec:thr:techub:10027:y:2022:i:1:p:269-289 is not listed on IDEAS
    5. Peng-Wei Hsiao & Chung-Ho Su, 2021. "A Study on the Impact of STEAM Education for Sustainable Development Courses and Its Effects on Student Motivation and Learning," Sustainability, MDPI, vol. 13(7), pages 1-24, March.
    6. Bukurije Hoxha & Igor K. Shesho & Risto V. Filkoski, 2022. "Analysis of Wind Turbine Distances Using a Novel Techno-Spatial Approach in Complex Wind Farm Terrains," Sustainability, MDPI, vol. 14(20), pages 1-16, October.

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