Virtual Reality, Digital Animation, And Training Simulators Are All Examples Of

Virtual Reality, Digital Animation, And Training Simulators Are All Examples Of

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Open Access Article

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

¹

Section of Technology Direction, Chung Hua Academy, Hsinchu 300, Taiwan

²

Ph.D. Program of Technology Direction, Chung Hua University, Hsinchu 300, Taiwan

³

Department of Digital Multimedia Design, Mainland china Academy of Technology, Taipei City 116, Taiwan

⁴

Section of Communications Design, Shih Chien University, Taipei City 104, Taiwan

^*

Author to whom correspondence should exist addressed.

Received: 12 January 2019 / Revised: ane March 2019 / Accepted: 12 March 2019 / Published: 16 March 2019

Abstract

The purpose of this written report was to investigate the use of 6-DoF high immersive virtual reality for stereoscopic spatial mapping to assess the bear on of perceived spatial capabilities on 3D software learning motivation. This study wasn't a bound form with mandatory participation, and students were costless to participate in the trial, and employed HTC VIVE, which provides highly immersive experiences, to elicit stiff emotional responses. A total of 111 students from a academy digital media department were invited to participate in a 3D VR painting experiment in which students created paintings using Google Tilt Brush. A five-point calibration based on the ARCS learning motivation model was adopted to collect student information. Perform a gene assay of the data twice to select the appropriate factor (p = 0.000 < 0.05). Specifically, exploratory cistron analysis was used to allocate 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. Withal, the practical awarding of this technology requires solving issues related to hardware and infinite.

1. Introduction

Inquiry Motivation

Since the evolution of estimator-aided design (CAD) in the 1960s, three-dimensional (3D) animation has been widely applied in the film, construction, and gaming industries. From virtual reality (VR) to augmented reality (AR) applications, 3D animation serves as a crucial medium for creating visual content. In response to industrial and marketplace needs, 3D animation techniques accept become a core competency required of students in related fields.

Software for creating 3D animation features highly complex functions, resulting in a steep learning curve for beginners; therefore, methods for increasing the learning motivation of beginners is imperative. Because the initial learning scenario and student involvement are principal factors that touch on initial learning behavior [1], understanding how VR can be used to attract student interest is an essential consideration for pedagogy 3D animation.

With the advancements of computer hardware and software, new engineering has frequently been applied to improve educatee learning. Neo and Neo [two] asserted that the utilise of multimedia technology is an innovative and effective teaching strategy that motivates learning and helps students to develop excellent problem-solving abilities.

Blended base of operations learning (BBL) has been adopted to reduce the difficulty of learning to utilise 3D blitheness software. Singh [three] maintained that the BBL concept views learning as a continual process rather than a single event. Compared with using a single learning method, blended learning features the benefits of different learning methods. Through approaches such as e-learning or online video viewing, an adequately designed BBL course can achieve more favorable learning outcomes than tin conventional classroom learning. Learning to use 3D animation software requires a substantial amount of practice exterior of class. Combining BBL with due east-learning and online video viewing tin provide a gaming-similar learning surroundings that enhances student learning motivation and outcomes [4].

VR technology has undergone continual development, produced many applications, and is used by instructional designers and teachers to facilitate student learning. Considering the cost and ease of use of related equipment, nigh applications have mainly used desktop VR. Mikropoulos and Natsis [v] indicated that students and teachers have demonstrated an active attitude toward using VR in teaching environments. Presentations through educational virtual environments help students to understand complex concepts and reduce their misunderstanding. The two primary features of VR are immersion and presence. In particular, experiencing a sense of presence is a crucial gene that improves learning outcomes and encourages learners to further explore related learning. Merchant et al. [6] conducted a meta-analysis on 69 studies that employed VR learning tools to teach approximately 8000 high school and college students; the results indicated that, although VR teaching is highly constructive, game-based learning tin can achieve particularly favorable learning outcomes.

Students in digital media pattern departments are generally proficient in creating 2nd design and drawings. Nonetheless, when they are introduced to 3D animation cosmos, they must visualize 3D space on a second reckoner screen; thus, the power to reconceptualize spaces in alternate dimensions is pertinent to the ability to create 3D animation. Berney et al. [seven] reported that, although instruction with 3D simulation was somewhat ineffective for students with excellent spatial abilities, it was highly effective for beginners with low spatial power, allowing them to create complete 3D structures using dynamic visualizations and demonstrate favorable learning outcomes.

Most VR environments constitute a visual feel displayed on a computer screen. However, immersive VR enables users to completely immerse themselves in a estimator-generated virtual surroundings. VR can exist used repeatedly, is controllable, and generates an interactive and rubber 3D environment in which users perceive that they take entered a virtual world [8]. Based on their utilise of a constructivist approach in their report, Huang et al. [9] stated that VR learning environments are applicable to extending the use of animation and multimedia for learning. Their research highlights a need for transition from conventional web-based multimedia learning to immersive, interactive, intuitive, and entertaining VR learning environments. By employing 3D models to simulate the real earth, such learning environments tin can activate the imagination of users past enabling them to immerse themselves in interactions with 3D models.

Because of the complication of creating 3D animation, methods for increasing the initial learning motivation of students is imperative. Renninger and Hidi [one] indicated that, because the initial learning scenario and interest might be antecedents that promote initial learning, the furnishings of involvement on motivation and engagement can highlight the benefits of interest for all historic period groups. Developing interest in a topic can prompt motivation and meaningful appointment. The objective of the present study was to utilize VR to examine and promote the development of student visual perception and affective skills, peculiarly by increasing learning motivation and interest. A six-caste of freedom (6-DoF) room-scale VR was used to enable learners to experience a 3D virtual space when using Google Tilt Brush [10] to create 3D paintings. Because the immersive feel provided by a virtual surroundings can exclude external disturbances, users tin can focus on their vision and proprioception to perceive differences between 2nd and 3D paintings. The proposed arroyo is expected to increase the motivation of students to utilize desktop computers to learn how to utilize 3D animation software.

two. Materials and Methods

2.1. Virtual Reality

The primeval concept of VR can be attributed to Plato more than 2000 years ago. In the Commonwealth, he presented the apologue of the cavern, in which the environment inside and outside of the cave were divided into imaginative and real worlds, respectively. In 1962, a virtual device faux cycling through the city. The machine features a 3D stereo sound organization and immersive videos and enables users to feel vibration, odor, and breeze. Although it merely provides a stock-still riding route and viewing angle, information technology is considered the first immersive VR equipment to be produced [11].

The term "cyber space" was used in a science fiction story to draw VR [12]. VR applied science today is based on the concept proposed by Jaron Lanier [13]. This company possessed numerous VR engineering patents in the 1980s and developed the world's first caput mounted brandish (HMD) and VR command glove. The Webster's new Universal Entire Dictionary (1989) defines virtual as "being in essence or effect, but not in fact" and reality every bit "the state or quality of being real. Something that exists independently of ideas concerning it. Something that constitutes a real or actual thing as distinguished from something that is merely credible" [14,15].

Virtual Reality (VR) is a type of reckoner-imitation 3D surround that utilizes equipment enabling users to experience their own presence in the environment. This elicits a sense of presence that is perceivable just nonexistent in the imitation reality. In a VR environment, users can perceive a sense of immersion in a parallel world and collaborate with 3D objects by becoming digital avatars who collaborate with other users and digital avatars played by artificial intelligence systems. In addition to visual immersion, an ideal VR environment provides feedback in terms of audio, bear upon, olfactory property, and proprioception. The essential features of VR are defined equally the 3 I'southward, namely immersion, interaction, and imagination [16]. Another feature of VR is that it enables immersion in a synthetic environment instead of viewing the environment from an external perspective. The sense of immersion generated past VR depends on the power of 3D images, head motility tracking, manus motility tracking, and stereophonic audio to provide a multisensory experience similar to that of visiting the virtual surround in person [17].

Hiem [xviii] and Yoh [19] take defined VR as technology that creates a figurer-generated information prepare to supervene upon sensory input and enable users to perceive their ain presence in another space. Basically, VR denotes a theory that helps humans to realize their desire to escape from the existent globe by entering a virtual world; this engineering provides a novel form of man–automobile interaction with complete visual immersion.

The viewpoint of the nowadays study concurs with that of Hew and Chung [xx], who maintained that the features of VR are immersion, presence, and the power to move freely, interact with virtual objects, and communicate with other users in the virtual environment. Loftier-cost motion capture systems needs to exist integrated in order to use VR to capture the body motion of users and project their avatars in the virtual environment. Past combining proprioception technology, VR tin further enhance the sense of immersion and presence. However, research exploring the integration of proprioception applied science with motion-capturing technology for VR is still scant.

Despite the Sensorama serving as a prototype VR machine, it was not further adult. The drive to develop VR technology originated from the creation of flight simulators. In 1929, Edwin Link created the Link Trainer, which was the first ever commercial flying simulator [21]. From fighter simulators used during Globe War 2 to the space shuttle simulators used by astronauts, flight simulators differ substantially in terms of technological level but are created for the sole purpose of improving pilot safe records.

Since the 1960s, researchers have explored the application of 3D virtual environments in various fields. Ausburn and Ausburn [22] compared the furnishings of using desktop VR and static images on student learning outcomes, reporting that desktop VR was constructive for improving student performance in environments with highly circuitous visual characteristics. For example, medical students can utilize virtual operating rooms to examine relevant equipment and tools earlier participating in clinical rotations. Khanal et al. [23] indicated that VR-based training for advanced cardiac life support can be adopted to supplement conventional training methods. Levac et al. [24] identified factors affecting the utilise of VR on physical therapy, including perceived usefulness and the self-efficacy of physicians, suggesting that, although VR has seen only a depression application rate in physical therapy, this technology still demonstrates development potential in this field. Chan et al. [25] described a complex neurosurgery VR application that integrates loftier-resolution existent-time imaging, force feedback devices, and tactile equipment. In their proposed awarding, the purpose of the physical simulation was to decompose biomechanical responses. Even so, an authentic tissue deformation simulation with high identifiability requires circuitous calculations. Based on contemporary engineering science, prerendered computer graphics tin can display highly precise models to simulate surgical techniques; still, its application to interactive simulation is impractical. Similarly, the quality of real-fourth dimension 3D gaming effects is too depression for performing meaningful neurosurgical simulations.

VR is also used to provide amusement in museums and art galleries. In a VR environment, users can stroll in a museum or art gallery or view its collections without visiting the real identify in person. Schofield et al. [26] used a mobile phone and headset that enable users to view an exhibition from a stock-still point in a VR platform; this prevents viewers from missing any essential or interesting exhibition content. The platform successfully displayed cultural heritage backgrounds to the viewers, verifying the feasibility of using the proposed VR approach to disseminate rich information and attract user attention. Even the use of immersive desktop VR tin enhance user interest and memory [27]. The sense of immersion enabled by VR provides users with a perceptual experience similar to that of personally visiting the location, thus creating an about real experience that can be employed to promote concepts such as marine conservation [28].

VR engineering science is primarily practical to amend the evolution of products in the amusement industry, such every bit games and films. However, researchers in other fields have evaluated the feasibility of VR applications. VR systems are mostly designed for direct human use. When VR systems are used for special scenarios, such as research on fauna or bee vision, additional factors must be considered [29].

ii.two. Virtual Reality and Learning Motivation

Motivation is a master factor affecting learning. Learning is also driven by motivation. Students with learning motivation demonstrate relatively high learning efficiency. Instructional designers and teachers tin can use various types of techniques to offering courses and activities that attract the interest of students, thereby improving their learning motivation and outcomes [30].

Mayer [31] indicated that sure advantages of an fantabulous curriculum design may only be achieved through specific techniques because such techniques enable the application of education methods that cannot otherwise exist implemented. An educational virtual surround, or virtual learning environment (VLE), is a teaching approach based on virtual environments. This approach provides individuals or groups with virtual experiences, helping them to acquire knowledge every bit if they were in the real earth or providing incentives when learners achieve a specific learning outcome [5]. A VLE is a prevalent approach but does not past itself lead to learning; rather, the cognitive processes of the learner are the primary factor determining learning outcomes. Shin [32] maintained that a VLE entails effectively eliciting a sense of immersion and presence and utilizing melancholia support to ensure feasibility and the provision of loftier-quality content. Furthermore, users possess a certain level of acceptance toward the affordances of VR technology, and ensuring user acceptance is a method that effectively promotes user motivation and affective support.

Potkonjak et al. [33] suggested that, because of the current technical level, virtual laboratories and simulators are commonly used only as tools for training engineering students, whereas applied experiments continue to rely on physical equipment. Bonde et al. [34] invited psychologists to research 160 students from Stanford University and the Technical University of Denmark. The students were divided into ii groups, ane of which received teaching through a virtual laboratory simulation and the other of which was subject to conventional learning. Their results revealed that, with the same amount of learning time, the virtual laboratory simulation improved students' learning event by 76%; moreover, this value was further improved to 101% through instructors' tutoring, effectively doubling the comeback rate of conventional learning.

Compared with learning in a 2nd animation environment, that in an immersive 3D VLE can amend student motivation and involvement. Through interaction and repetition, VR can also facilitate knowledge retention and increase student motivation [35]. The 3 I'due south of VR technology are the main factors attracting and encouraging students to learn in a VLE. Kartiko et al. [36] discovered that even using the simplest visual material in a virtual world tin can arm-twist an adequate degree of presence and affectation in a VR application. In other words, using a simple animation virtual actor can exert an upshot similar to that of a circuitous animation visual actor in a VLE.

Participants in the present study used simple cartoon tools in Google Tilt Brush [10] to create paintings with uncomplicated lines while experiencing the creation process and interacting with the virtual space. They were expected to exhibit a stronger emotional response and college level of engagement, thereby developing favorable emotional motivation.

2.iii. Spatial Power and Learning 3D Application Software

Computer-generated images created using 3D software have been prevalently used in movies, animations, and games. Creating the content of VR, AR, and mixed reality applications also requires the use of 3D software. Conventional teaching generally employs print materials or physical models; yet, this approach does not accost the application of 3D visual infinite [37]. Using 3D software for education on desktop computers likewise poses like problems. Lee et al. [38] indicated that, in a desktop VR learning environment, spatial ability did not exert a moderating event on learning outcomes.

Learning 3D animation software is a visual learning process. Höffler [39] pointed out that, when using visual learning, learners' spatial noesis of 3D objects is very of import. Learners with loftier spatial ability are still meliorate than learners with low space ability. There is better learning, only the difference is reduced. Spatial awareness is strongly correlated with the development of intelligence and logical reasoning abilities and is a cadre competence required for developing and using 3D animation software [37]. "Spatial visualization ability refers to individuals' ability to play, rotate, twist, or reverse images to reflect the stimulation consequence in the mind." Using VR technology can as well improve the spatial awareness of its users [40].

In VR, spatial immersion denotes the perception of a physical presence that exists in a nonphysical world. The primary motive of using VR is that information technology provides the experience of a scenario that is otherwise impossible to feel in the real world [two]. Furthermore, 6-DoF room-calibration VR enables users to experience their own presence in some other infinite, assuasive them to enter a virtual environment while perceiving a sense of presence that is similar to that experienced in the real world [41]. Every bit the primary component of VR, a virtual earth is an imaginary infinite simulated using a computer. When users enter a virtual earth and experience a sense of immersion through VR, they perceive their own presence in the virtual or alternative world [15]. Matthew, Nathan and Sarah [42] argued that "self-reported imagery ability tin can predict reports of spatial presence when experiencing a virtual surround through a HMD" indicates that visual space images may be important, just crave farther measurement.

When VR is applied to teaching, even desktop VR can simulate sensory stimuli by displaying a virtual object on the screen; the presence of the object provides users with a sense of immersion and guides them to enter the virtual scenario [43]. Desktop VR does not feature spatial immersion; therefore, its operating method and the perspective it offers are similar to those of 3D video games or 3D animation software. The nowadays study did not adopt desktop VR. Another type of VR is HMD VR (eastward.g., a VR cardboard device attached to a mobile phone) in which the user cannot move or sense movement within the simulation; this type of VR has been verified to improve the ability of users to perceive 3D objects [40]. Greenwald et al. [44] maintained that VR reinforces learning through immersive experiences involving spatial interactions with virtual objects. A user-oriented 3D exploration can improve users' agreement of a specific topic. Nonetheless, when using HMD VR, users may experience a gap between their virtual and bodily perceptions, thereby impeding their understanding of VR content. Huk, Steinke and Floto [45] found that participants with high spatial power had a more positive attitude towards complex 3D images, and Huk [46] pointed out that students with depression spatial ability were cognitively overloaded by the being of 3D models. Students with high space ability benefit from them.

Self-motion illusions in VR enhance the sense of reality in a virtual environs. However, user experiences may vary because movements of the human body are highly complex, which can consequence in deportment of varying frequency and intensity caused by differences in height and weight of the human torso as well every bit the effects of movement speed and ground reaction strength. Riecke et al. [47] explored movement in VR to identify a method for preventing cybersickness, which is caused by conflict between a user's sensory systems [48]. Although similar problems may arise due to factors such equally field of view, geometric field of view, and image delay, motility is currently the primary problem that must exist addressed regarding motion sickness in VR; creators of HMD VR that combine mobile phones with headsets have experienced great difficulty overcoming this problem.

two.four. Research Method

Before the experiment was conducted in this report, test the combination of other VR controllers, HMDs, and application software to shape the 3D virtual space (Figure i).

Oculus Rift DK2 only features a three-axis gyroscope, significant that users cannot bend their body or motion closer to a target to observe and configure the target. When used in combination with a 6-DoF controller, the HMD leads to a baroque experience in which users can only turn their head but cannot move their body in a 3D virtual environment. Consequently, the sense of immersion is disrupted when users attempt movement. Shin [32] suggested that users possess a sure level of credence toward the affordance of VR technology and that ensuring user credence facilitates eliciting user motivation and melancholia back up. In addition, user perception is a prominent factor affecting the immersive quality of an experience, indicating that immersion affects user learning experiences.

This study adopted the HTC Vive and Google Tilt Brush every bit testing tools for creating 3D paintings in a VR environment (Figure 2). The HTC Vive is currently one of the most advanced VR systems for providing an immersive experience. Tilt Castor is a room-scale 3D painting virtual reality application available from Google. With the HTC Vive HMD, users can view a virtual space through the display and use a VR controller to freely select different brushes and coloring tools. The entire virtual space serves as a canvas, enabling users to create all types of paintings in midair. Users tin can also freely walk inside the virtual infinite to fully feel the process of creating a 3D painting.

two.4.one. Participants

Participants were 111 students from a academy department of digital media pattern, of which 45 were female person students (40.5%) and 66 were male students (59.5%). The students were between the ages of 19 and 21 years. Table ane displays data on the basic capabilities of the students.

ii.4.2. Appliance

The questionnaires (shown every bit Tabular array A1) were presented on a 22″ LCD reckoner screen (1920 × 1080 pixels, 60 Hz) using online grade by Chrome browser. Responses were collected through mouse and keyboard. A computer graphic work station connected to the VR HMD.

ii.4.3. Procedure

Participants were divided into groups of 3–4 students, and each underwent the same process. Each grouping of participants began by developing an understanding of the operating procedure and practicing using information technology before creating their ain painting. Specifically, participants first watched an introductory video that taught them how to utilise Google Tilt Brush. Side by side, they wore the VR HMD and held a controller while a researcher explained the function of each button; participants were permitted 5 min of practice to familiarize themselves with the controller. Finally, they were each asked to pigment in a predetermined VR scenario for ten min, All participants use the same preset VR scene to ensure that they have the same benchmark as a ground for VR painting to avoid users beingness confused in an empty VR environment. During this process, the researchers monitored participant prophylactic conditions and ensured that no i stepped on the ultra-high-definition cables.

To ensure that participants did non forget their objective in the 3D virtual environment, the congenital-in vesture design model in the painting software was used every bit a reference for them to create paintings (Figure 3). Participants could walk around the reference model in the VR environment to redesign and create vesture. Those who were pending their turn to use the software could view the live VR operations of other students on a computer screen (Figure 4). About participants were able to produce a painting that they were satisfied with (Figure 5). Some students with excellent spatial power were able to complete their paintings without using the reference model (Figure 6).

Afterward participants had produced their paintings, they were asked to complete a questionnaire based on the ARCS model [thirty]. ARCS refers to the four elements of Attending, Relevance, Conviction, and Satisfaction. It emphasizes that the motivation of the learner must cooperate with the use of these four elements to achieve the office of stimulating students' learning. The nerveless data were used to examine the effect of VR on the emotional response of students to the learning experience.

2.4.4. Hygienic

With the exception of the paper-thin-based VR headset, almost VR learning equipment tools were shared among participants. Because the VR HMD requires close contact with the face, relevant hygiene concerns were required to exist addressed. Disposable paddings were prepared and placed under the eyepiece region of the HMD (Figure 7). The padding was replaced each time that the HMD was used by a different student.

3. Results

After painting with VR, the students were asked to fill in the "Virtual Reality Painting and 3D Learning Motivation" questionnaire, which was based on the Likert Scale. The Likert Calibration was invented past psychiatrist Rensis Likert and is primarily used to measure the subjective or objective evaluations of an item description by participants; these evaluations are usually presented according to their caste of agreement with the clarification.

A total of 111 students participated in this experiment, the elapsing for which was approximately 4 weeks. The number of valid responses was 109. Participant demographics are listed in Tabular array 1. None of the participants had prior experience with 6-DoF room-calibration VR equipment.

Conduct a factor analysis and organize the questionnaire items into several constructs. In the first cistron assay, the Kaiser–Meyer–Olkin (KMO) value was 0.872 (Table 2), indicating that the nerveless data were meritorious for performing factor analysis. The Bartlett's test of sphericity revealed that the approximated chi-foursquare value was 2095.158 and accomplished significance (df = 465; p = 0.000 < 0.05). The results indicated that cofactors existed amongst the 31 items in the questionnaire, pregnant that the collected information were suitable for factor assay (Table 3).

The data were subjected to varimax rotation to obtain a rotated component matrix. When the number of components was unlimited, seven components that had an eigenvalue of >1 and contained vi, 7, 6, 5, ii, 3, and 2 items were extracted. The cumulative variance was 69.582. Components 5 and seven independent too few items and were thus excluded from the subsequent factor analysis.

Tabular array four lists the results of the second cistron analysis. The KMO value was 0.872, and the approximated chi-square value was meaning (df = 456; p = 0.000 < 0.05) at 2095.158.

Five constructs were extracted from the 2d factor assay. A comparing of the items in each construct revealed that ii of the constructs contained similar items; therefore, an exploratory cistron analysis was performed. The number of constructs was express to four to concur with the component of the ARCS model. The results revealed that the KMO value was 0.876, the approximated chi-square value was significant (df = 351; p = 0.000 < 0.05) at 1822.403, and the cumulative explained variance was threescore.647 (Table five). Tabular array half-dozen displays The Cronbach's α values were all >0.half dozen, which all the same indicate favorable reliability.

4. Give-and-take

The results of this study concur with those reported past Devon [49], which indicated that VR exerted a notable effect on emotion. Participants became more agile in their learning, and their negative emotions decreased. Compared with instructional videos, VR learning led to more than favorable testing results. The improved learning functioning of students may be attributable to 3D immersion or interaction with the VR environs. The present study inferred that VR poses unique advantages for alluring student attention and interest. The sense of immersion and spatial presence provided through VR tin exclude external disturbances, thereby improving pupil concentration. Furthermore, 3D VR content and the current popularity of VR increase the appeal of this engineering for students. Therefore, the reliability of the first two constructs of the ARCS model (namely attention and relevance) was >0.90, which surpassed the Cronbach's α threshold of 0.vii, indicating high reliability. The reliability of the remaining constructs (namely confidence and satisfaction) was between 0.6 and 0.seven, which indicated an acceptable level of reliability. The lower reliability of these constructs may be owing to the relatively short catamenia of time allocated to each pupil for using the VR program and the fact that the VR program was not included in the official curriculum. VR is currently primarily used in the entertainment industry to create products such as VR games and videos. When VR games are not used to design experiential activities, educatee motivation and satisfaction regarding participation in such activities may be lower.

This study verified that using half-dozen-DoF room-scale VR equipment to create 3D paintings increase student interest and confidence in learning 3D blitheness. Most participants agreed that, when using VR equipment, they felt as if they were physically present in another dimension; this experience cannot be achieved through desktop VR. Participant reactions revealed that most of them could immediately immerse themselves in the virtual environment. Only few participants experienced slight cybersickness. The occurrence of cybersickness might exist attributable to decreases in frame rate caused by the excessive use of snow and spark brushes, the sense of enclosure induced past the large number of particles effect surrounding each participant, the incompatibility of the eyepiece with glasses worn by most-sighted students, or the inadequate configuration of the distance betwixt the ii viewing lenses of the HMD. Conventionally, the movement speed of the camera is reduced to alleviate cybersickness experienced past users of immersive VR who cannot motility their body. However, this trouble can be overlooked with VR with consummate DoF.

Notably, two of the participants insisted on using a 2D perspective to create 3D paintings, fifty-fifty after viewing the introduction video and demonstration on VR. Their paintings became distorted when viewed from different angles; still, the participants could not comprehend the 3D perspective and refused to alter their painting approach. This incident highlighted one potential difficulty of teaching students how to apply 3D animation software.

Participants volunteered for this report on their own gratis volition. The researchers provided information regarding this study to eight classes, spanning 4 grades, in a academy department of digital media design. Half of the students had never used VR applications and were completely uninterested in VR paintings. Their reaction might be owing to the irrelevance of the study to VR gaming.

In this study, simply a single fix of VR equipment was available. Each grouping of 3–4 participants took turns using the device. The duration of the entire process, from first viewing the introduction video to completing the painting, was one–1.5 h for all students. Considering that the typical size of classes in Taiwan is fifty–threescore students, at least 10 sets of VR equipment are required to found a VLE. Therefore, implementing VR instruction requires that sufficient infinite and equipment exist available. Furthermore, users should operate immersive VR equipment in the presence of others who tin ensure their condom. Relevant hygiene concerns should as well exist considered when multiple people are using an HMD.

5. Conclusions

Overall, immersion VR is highly attractive to both teachers and students. However, participants required aid from others to adjust and put on the device. Additionally, operation methods were required to be explained to enable users to operate the software without difficulty [50]. Using 6-DoF room-scale VR requires a large, independent space, and the complete gear up of equipment is expensive. Furthermore, it can but be used past ane user at a time. If multiple sets of equipment are ready, then they must be isolated to prevent interference from dual lighthouse (laser tracking).

As long as spatial constraints and the bug with equipment can be overcome, six-DoF room-scale VR is suitable for incorporation in 3D-assisted educational activity to enable students to experience and develop their spatial ability.

To generate and sustain the attention, maintain the involvement, trigger the motivation to explore, and meet the education and learning requirements of users [51], immersion experience must exist combined with the functioning of 3D model construction or animation production software using VR to facilitate student engagement with 3D animation learning software.

Limitations and Futurity Enquiry

The limitation of this written report is that the engineering science used is HTC VIVE, which requires considerable contained space and needs to isolate the Lighjthouse for each VR device. On the other hand, Desktop VR uses mouse control (student has a lot of feel). Even so, Google Tilt Brush doesn't take a PC version, so the software features and the handheld controller and interface in the immersive VR state are new and not very intuitive. In addition, Wii Remote, Wii Balance Board, Microsoft Kinect, Bound Motion, etc. are used as VR interactive controllers [52,53,54,55], mainly to solve the operability of Desktop VR, Cavern VR or Headset VR. These input devices, for the user, are still not familiar with the usual operational patterns and demand to exist re-learned and adjusted. Because conducting such research is time consuming, future enquiry should use more advanced techniques to study the value of immersive VR. Finally, additional factors can be considered to further examine the event of VR on learning outcomes. These include use time, type of VR equipment (east.yard., Headset VR, room-scale immersive VR, Fifty-fifty Mix Reality Headset), and inconvenience of installing a big amount of equipment. This should improve the flexibility and mobility of VR equipment.

Numerous scholars take maintained that immersive VR equipment is expensive and cannot provide students with a completely virtual feel. Even so, some VR products are less expensive and require little space for operation; moreover, the resolution of commercially bachelor HMDs is sufficient for operating 3D blitheness software in a VR surroundings. For example, the latest generation of VR HMD (due east.thou., HTC Vive Focus) with inside-out tracking technology comes with a single handheld controller for non-6-DoF VR applications. The HTC Vive Pro enables ii users to simultaneously participate in VR activities in the aforementioned place. Oculus Quest is a 6-DoF room-scale all-in-one arrangement that does not have cables. Finally, mixed reality HMDs too use inside-out technology. Future studies can employ the same products and applied science.

Author Contributions

50.-H.H.; supervision, H.S.; conceived and performed the experiments, analyzed the literature groundwork and the data, and wrote the paper, T.-H.T., information sorting.

Acknowledgments

Some of the materials in this article are presented as oral presentations entitled "3D Painting Research in Virtual Reality to Improve Students' Motivation for 3D Blitheness Learning", second Eurasian Education Innovation Conference 2019.

Conflicts of Involvement

The authors declare no conflict of interest.

Appendix A

Table A1. Number of questionnaire responses to the ARCS scale.

Tabular array A1. Number of questionnaire responses to the ARCS scale.

No.	Questionnaire Items	Number of Questionnaire Responses
		Answer: 1	(%)	Answer: 2	(%)	Respond: three	(%)	Respond: 4	(%)	Answer: five	(%)
1	The first time I touched the VR drawing, I found the content interesting and immediately caught my attention.	69	62.ii	29	26.one	11	ix.9	2	1.8	0	0
2	The VR drawing method is compelling.	67	60.4	31	27.ix	nine	8.1	4	3.vi	0	0
three	The VR immersion environment can assistance me maintain my attending.	56	50.5	40	36	xiv	12.6	1	0.9	0	0
4	The content of VR drawing materials is very abstruse, and it is very difficult to keep attention.	12	10.8	ten	9	36	32.iv	33	29.7	20	18
5	The way of cartoon with VR is tedious and unattractive.	5	four.five	5	4.five	7	6.3	33	29.7	61	55
six	Drawing in VR can help me stay focused.	39	35.8	37	33.9	28	25.seven	5	4.half-dozen	0	0
7	I am curious about the way and content of drawing with VR.	62	56.9	33	30.3	x	9.two	2	one.eight	ii	one.8
8	Repeating the same content all the time, sometimes it makes me bored.	7	6.4	12	10.9	27	24.5	33	30	31	28.ii
9	I learned amazed or unexpected content from the way I was drawing with VR.	threescore	54.5	32	29.1	xiii	11.8	4	iii.6	1	0.9
10	The way you depict with VR tin be tedious.	iv	three.6	three	2.7	9	8.one	36	32.4	59	53.2
eleven	The mode VR is drawn is related to what I have learned before.	15	thirteen.v	26	23.4	41	36.9	22	19.8	7	6.iii
12	I think it's of import to utilise images, animations, text or movies in VR cartoon.	38	34.two	39	35.1	31	27.nine	3	two.7	0	0
thirteen	It'due south of import for me to take such a VR cartoon style in my learning activities.	37	33.3	42	37.8	28	25.2	iv	iii.6	0	0
xiv	The VR cartoon method allows me to increase my interest in 3D and pattern.	54	48.6	39	35.i	17	15.3	one	0.nine	0	0
15	Using VR cartoon methods and content will permit me to learn to apply relevant knowledge.	42	37.eight	47	42.three	21	eighteen.9	0	0	one	0.9
xvi	I use VR drawing methods and content to make me adopt to learn	51	45.ix	38	34.2	21	18.ix	1	0.9	0	0
17	The way and content of VR drawing is not important, considering I already employ it.	v	4.five	ii	1.eight	10	nine	30	27	64	57.7
18	The way and content of VR drawing is related to what I have seen or thought virtually.	42	37.eight	43	38.7	23	xx.7	2	i.8	ane	0.9
19	I recollect the use of VR drawing is easier and easier.	21	18.9	31	27.ix	39	35.ane	16	14.4	iv	3.6
xx	Drawing with VR is harder to empathize than I imagined.	8	seven.2	xx	18	42	37.8	28	25.5	xiii	11.7
21	Later on using VR'southward drawing method, I became more confident in agreement 3D and design.	27	24.3	36	32.4	43	38.vii	four	three.half-dozen	1	0.nine
22	The VR drawing method provides a lot of content, so I don't know and remember what is important.	x	9	xi	9.9	54	48.6	26	23.iv	10	nine
23	With such a manner and content of VR drawing, I am more than confident in agreement 3D and blueprint.	27	24.3	46	41.4	34	xxx.6	4	3.6	0	0
24	The fashion VR drawing is likewise hard for me.	6	5.iv	15	xiii.5	30	27	40	36	21	18
25	At that place are a lot of ways I can't really understand how VR plots work.	iv	3.6	14	12.6	36	32.four	38	34.2	19	17.1
26	Subsequently using the VR drawing method, I feel very satisfied.	58	52.three	twoscore	36	11	nine.ix	ane	0.ix	1	0.9
27	Afterwards using the drawing method of VR, I feel that I should exist more than familiar with this aspect of knowledge.	47	42.3	49	44.1	14	12.6	1	0.ix	0	0
28	I really like to utilise VR cartoon methods to create works.	51	45.9	33	29.seven	23	20.7	4	3.6	0	0
29	Afterward using the VR drawing method, I was affirmed and encouraged.	34	30.6	39	35.1	34	xxx.6	4	3.half dozen	0	0
30	I am very satisfied with the VR drawing method to complete the 3D design learning.	48	43.2	39	35.1	xx	xviii	4	3.6	0	0
31	I feel very happy that I tin learn 3D pattern through VR drawing.	61	55	37	33.three	11	9.9	two	ane.8	0	0

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Figure 1. Other VR controllers, HMD and software testing.

Figure 1. Other VR controllers, HMD and software testing.

Figure ii. Virtual reality experimental surround diagram.

Figure two. Virtual reality experimental environment diagram.

Figure 3. The reference model for 3D painting.

Figure 3. The reference model for 3D painting.

Figure 4. Waiters can watch the alive VR performance on the screen.

Figure 4. Waiters can watch the live VR operation on the screen.

Figure 5. Results of a regular student.

Figure 5. Results of a regular student.

Figure 6. Results of a student with superb spatial ability.

Effigy 6. Results of a student with superb spatial power.

Figure 7. We have made correction according to the Reviewer'southward comments.

Figure seven. Nosotros have made correction according to the Reviewer'southward comments.

Table i. Basic data on the capabilities of participants.

Tabular array 1. Basic information on the capabilities of participants.

No.	Questionnaire Items	Number of Questionnaire Responses
		Answer: 1	(%)	Answer: 2	(%)	Answer: 3	(%)	Respond: 4	(%)	Answer: 5	(%)
1	Appraise the extent of your 2nd drawing or design.	11	nine.9	21	18.9	39	35.1	32	28.eight	8	seven.2
two	I feel that learning 3D software is non easy.	29	26.1	27	24.3	28	25.3	23	20.7	4	3.6
3	For me, there is no barrier to converting 2D images to 3D objects.	13	eleven.7	21	eighteen.nine	46	41.iv	25	22.five	6	5.4

Table 2. Kaiser–Meyer–Olkin and Bartlett's Test in the offset gene analysis.

Tabular array 2. Kaiser–Meyer–Olkin and Bartlett's Exam in the outset cistron analysis.

Kaiser–Meyer–Olkin Measure of Sampling Adequacy		0.872
Bartlett'south Test of Sphericity	Approx. Chi-Square	2095.158
	df	465
	Sig.	0.000

Table 3. Total variance explained in the first cistron analysis.

Table 3. Total variance explained in the start factor analysis.

Component	Extraction Sums of Squared Loadings			Rotation Sums of Squared Loadings
	Total	% of Variance	Cumulative %	Total	% of Variance	Cumulative %
ane	11.289	36.417	36.417	xi.289	36.417	36.417
2	2.756	8.889	45.306	ii.756	eight.889	45.306
3	2.028	6.541	51.847	2.028	6.541	51.847
4	1.685	5.437	57.284	1.685	5.437	57.284
5	1.455	four.693	61.977	1.455	4.693	61.977
6	one.290	4.161	66.138	1.290	four.161	66.138
7	1.068	three.444	69.582	1.068	3.444	69.582

Table iv. KMO and Bartlett'due south Test in the 2nd cistron assay.

Table iv. KMO and Bartlett'southward Test in the 2nd gene analysis.

Kaiser-Meyer-Olkin Measure out of Sampling Adequacy		0.876
Bartlett'southward Test of Sphericity	Approx. Chi-Square	1822.304
	df	351
	Sig.	0.000

Tabular array 5. Total variance explained in the exploratory factor assay.

Table 5. Total variance explained in the exploratory factor analysis.

Component	Extraction Sums of Squared Loadings			Rotation Sums of Squared Loadings
	Total	% of Variance	Cumulative %	Full	% of Variance	Cumulative %
1	10.398	38.509	38.509	x.398	38.509	38.509
two	2.705	ten.019	48.528	2.705	10.019	48.528
3	1.683	vi.233	54.761	one.683	6.233	54.761
four	1.589	5.886	60.647	1.589	5.886	lx.647

Tabular array 6. Reliability assay of the four constructs.

Table 6. Reliability analysis of the four constructs.

Constructs	Cronbach's Alpha	Cronbach's Alpha Based on Standardized Items	N of Items
Attending (A)	0.920	0.921	12
Relevance (R)	0.929	0.930	6
Conviction (C)	0.693	0.699	v
Satisfaction (Due south)	0.664	0.664	three

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