A study on the impact of project-based learning on students' learning motivation in animation programs

Area of Science:

• Educational Psychology
• Animation Studies
• Instructional Design

Background:

• Project-based learning (PBL) is prevalent in animation education.
• Limited empirical data exists on PBL's specific impact on student motivation in this field.

Purpose of the Study:

• To investigate the relationship between PBL dimensions and learning motivation among animation students.
• To identify which PBL components most effectively influence student motivation.

Main Methods:

• A survey of 319 Chinese animation majors and recent graduates.
• Utilized a PBL scale and a learning motivation scale.
• Employed correlation and hierarchical regression analyses.

Main Results:

• A significant positive correlation was found between perceived PBL experiences and learning motivation.
• Problem-driven learning strongly predicted challenge, enthusiasm, reliance on others' evaluation, preference for simple tasks, and interpersonal competition.
• Project design influenced preference for simple tasks and interpersonal competition; project implementation enhanced enthusiasm.
• Project evaluation did not show a significant predictive effect on motivation.

Conclusions:

• PBL dimensions differentially impact student motivation in animation programs.
• Problem-driven learning and project implementation are crucial for enhancing student motivation.
• Findings offer insights for optimizing PBL strategies in animation education to improve instructional effectiveness.