Abstract:

Due to the growth and demand of emerging Extended Reality Technologies (Augmented Reality, Virtual Reality, and Mixed Reality), many universities are incorporating undergraduate programmes focused on producing future creative multimedia designers by implementing and leveraging VR, AR, and MR technologies.

A variety of 21st-century skills are required by professional creative multimedia designers, such as project management skills, critical thinking skills, creative thinking skills, and complex problem-solving skills. One of the issues faced by undergraduate students who are developing immersive AR & VR applications is the low level of student engagement and motivation due to the tedious process of developing AR & VR simulations and passive teaching approaches. Effective student engagement is prudent for academic success and can be developed in higher education institution classrooms by integrating active learning pedagogy.

The philosophy and approach of experiential learning focus primarily on students learning through direct experience. Project-based learning (PBL), which is identified as a method of experiential learning (EL), has elements that when integrated with technology, aim to engage learners, foster learner agency and enable them to attain 21st Century Skills. A framework was created by an amalgamation of both experiential learning and project-based learning in this study to elicit student engagement of learners developing VR and AR applications.

This survey research aims to measure the impact of PBL on the multifaceted construct of student engagement comprising of Behavioral, Emotional, and Cognitive Engagement of learners (n=26) enrolled in Final year project course in Bachelor of Multimedia (Hons) Virtual Reality and BSc Hons. Multimedia programmes in Malaysia. Non-probability sampling techniques of purposive and convenience sampling were used for inviting student participants as these are ideal for obtaining responses from participants who are best fit for the study.

Method of post-project mixed method data collection was used to obtain both qualitative and quantitative responses by the participants to attain comprehensive data related to students' project development experience. A 5-point Likert scale post-experience survey was adapted and administered as an instrument to obtain empirical data along with an open-ended questionnaire to analyze and identify how PBL and EL influence student engagement and to investigate students' experience during project development and their perceptions regarding AR and VR Technologies.

This preliminary study's findings demonstrated a mixed impact on the student engagement of learners. The empirical findings showed that PBL helped creative multimedia students to be engaged in the learning process cognitively, affectively, and physically. While the findings of qualitative data analysis showed results focusing on learner struggles and challenges, their experiences, skills they developed during the process of project development, and their opinions regarding the development and future of XR Technology. The practical implication of this study provides universities an opportunity to implement the PBL model in higher education classrooms and accouter future undergraduate students with professional skills.

Keywords:

PBL, Experiential Learning, Student Engagement, VR Technologies.