Exploring the Effects of Game-based Instructional Design on 3D Animation: A Perspective of Technology Acceptance

The purpose of this study was to investigate the effects of individual differences on learners’ performances of three-dimensional animation through game-based instructional design. Participants were 78 college juniors enrolled in a 3D animation course, an 18-week course designed for enhancing students’ animation skills. A t-test was conducted to analyze the independent variables by self-regulation, perceived parents’ expectancy, perceived teachers’ expectancy, and perceived initiative on project performance as the dependent variables. An online questionnaire was conducted at the end of the semester to obtain learners’ perceptions of the system. The results showed that (a) students with higher self-regulation and stronger parents’ expectancy outperformed the lower-group on project performance, (b) there were no significant differences on learners’ acceptance grouped by gender and perceived parents’ expectancy, (c) students with stronger teachers’ expectancy demonstrated higher acceptance on perceived ease to use, perceived usefulness, and perceived willingness to use, and (d) students with higher perceived initiative showed more positive attitude in willingness to use the system. Key-Words: 3D animation, Game-based learning, Individual differences, Virtual reality, Self-regulation