The "3D Scene Modeling Course," integrating Project-Based Learning, Task-Based Learning, and Studio Thinking strategies, delves into 3D digital archiving in a university elective. 43 proficient students participated, employing scales of 3D design self-efficacy, learning interest, and fulfillment. PLS-SEM validated factors influencing 3D design performance, revealing digital archiving significantly boosts self-efficacy and motivation. Elevated self-efficacy links positively to increased interest (β= .441, t = 3.931, p < .001) and fulfillment (β= .575, t = 6.278, p < .001), while greater interest associates with improved 3D design performance (β= .514, t = 2.958, p < .01). Heightened self-efficacy (β= .309, t = 2.731, p < .01) and fulfillment (β = .230, t = 2.307, p < .05) indirectly contribute to superior 3D design outcomes. This study, utilizing specific scales, integrates innovative learning strategies into 3D design education, shedding light on factors influencing self-efficacy, interest, and fulfillment. Educators can leverage these insights to craft effective strategies fostering student motivation, engagement, and 3D design proficiency. Future research may explore additional scales or methodologies to enhance understanding and optimize learning outcomes in 3D design education.

Authors:
Shih-Chieh Hung, Southern Taiwan University of Science and Technology, Taiwan
Shu-Ching Yang, National Sun Yat-Sen University, Taiwan

About the Presenter(s)
Dr. HUNG is currently an assistant professor at the College of Digital Design, Southern Taiwan University of Science and Technology, Taiwan.

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