Student Intrinsic-Motivational Perceptions on a 3D Immersive Learning Environment

Abstract

This paper introduces an immersive learning platform called Digital Exhibition Space (DES). It utilizes 3D technology to create a communal learning environment, in which student participation and contribution in online activities are positively driven and motivated via explorative, visualized and socialized learning experiences. To investigate the intrinsic-motivational perspectives of student learning experiences with DES, data was collected from semi-structured interviews with 13 students and 36 survey replies of student teaching and learning evaluations. Deductive content analysis, based on the Tripartite Model of Intrinsic Motivation, was carried out to interpret data. Results show that three types of intrinsic motivation, and associated stimulators and consequent behaviours are identified from the interview data, which suggests students perceive being driven by intrinsic motivations when learning with DES and validates the pedagogical design of DES.