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Shih-chieh Hung, Southern Taiwan University of Science and Technology, TaiwanAbstract
This study explores the integration of cultural literacy into a 3D design course through a University Social Responsibility (USR) program, using Tainan’s Shennong Street as a contextual case. A total of 88 students with foundational design training participated. Utilizing quantitative methods and PLS-SEM analysis, the findings reveal that cultural literacy enhances students' interest in 3D design but may negatively affect their practical skills due to an overemphasis on recreational elements. However, increased learning interest mediates this effect and ultimately promotes better implementation performance. The study recommends adopting innovative strategies such as Project-based Learning (PjBL) and creating supportive, low-pressure learning environments to sustain engagement. Beyond the case context, these findings suggest broader applicability in culturally rich educational settings, where integrating local cultural assets into course content can deepen student motivation and foster holistic design competencies. This research highlights the importance of balancing cultural immersion with technical rigor to optimize learning outcomes in design education.
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