Abstract
As innovation continues to reshape educational landscapes, this study delves into the intricate intersection of virtual learning environments and the integration of virtual reality (VR) within the realm of advanced animation education. Drawing from the latest advancements and methodologies, this research examines the convergence of learner perceptions and acceptance within this dynamic context. Through a comprehensive case-study approach, encompassing learner engagement and adoption patterns, this investigation sheds light on the intricate interplay between virtual learning environments and the incorporation of VR technology. The findings provide valuable insights into the multifaceted factors influencing learner acceptance, anticipation of learner experiences, educational effectiveness, and technological affordances. A total of 86 digital animation learners who completed questionnaires based on the Technology Acceptance Model (TAM) and the quality of the learning activity were included in this study. The students perceived the value of the training activity as significant, with substantial correlations observed among various dimensions. This research illustrates the potential of VR as an educational technology and offers fresh perspectives for future research. By synthesizing these technologies with real-world applications, this study contributes significantly to the scholarly discourse surrounding innovative pedagogical frameworks and optimal models, thereby promoting a deeper understanding of how learners embrace and engage with virtual reality in advanced digital animation education.
Author Information
Ng Perng Jeu, University Tunku Abdul Rahman, Malaysia
Paper Information
Conference: ACE2023
Stream: Learning Experiences
This paper is part of the ACE2023 Conference Proceedings (View)
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To cite this article:
Jeu N. (2024) Confluence of Virtual Learning Environments and Virtual Reality Integration: An In-Depth Study in Digital Animation Education for Acceptance Among Learners ISSN: 2186-5892 The Asian Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2186-5892.2024.133
To link to this article: https://doi.org/10.22492/issn.2186-5892.2024.133
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