3D設計自我效能、學習興趣與成就感對實作表現之影響：以PjBL教學策略融入3D虛擬場景製作為例

The Influence of 3D Design Self-efficacy, 3D Design Interest and 3D Design Fulfillment on Design Performance: Taking PjBL Teaching Strategy into 3D Scene Modeling Course as an Example

本研究探討43位科技大學生接受18週「3D虛擬場景製作」課程後，其3D設計自我效能、學習興趣、成就感及3D設計表現之關係。課程採用專題、任務導向學習和工作室思維等策略。研究主要有四發現：一、學生在課程中表現出較高的3D設計自我效能、學習興趣和成就感，特別在3D建模技術方面。二、3D設計自我效能對學生的3D設計成就感和學習興趣有正向影響，透過學習興趣，也發現其對於3D設計實作表現有間接影響。三、3D設計成就感對學習興趣有正向影響，並透過學習興趣對3D設計實作表現產生間接影響。四、3D設計學習興趣對3D設計實作表現有正向影響。

This research proposes introducing a ''3D Scene Modeling Course'' at a science and technology university in southern Taiwan, emphasizing a project-based, task-based, and studio thinking learning. It explores the correlation between students’3D design self-efficacy, learning interest, fulfillment, and performance. Using scales for the first three items, this study finds positive outcomes when integrating digital archiving projects, enhancing self-efficacy, motivation, and modeling techniques. Moreover, the positive self-efficacy correlates with the higher interest and fulfillment, influencing an improved 3D design performance, the forth item. The higher self-efficacy and fulfillment indirectly lead to enhanced practical performance in 3D design can be concluded in this research.