Examining the Influence of Using First-Person View Drones as Auxiliary Devices in Matte Painting Courses on College Students’ Continuous Learning Intention

Abstract

In terms of the teaching process of matte painting, it is essential for students to develop a sound understanding of the relationship between virtual and physical environments. In this study, first-person view (FPV) drones are applied to matte painting courses to evaluate the effectiveness of the teaching, and to propose more effective design suggestions for FPV drones that are more suitable for teaching. This provides students with a better learning environment using a digital education system. The results of the study indicate that the flow experience, learning interest, and continuous learning intention of students who use FPV drones in matte painting are significantly greater than those of students who only utilize traditional teaching methods. Furthermore, the technology incentive model (TIM) was developed in this study after being verified by the structural equation model. The results demonstrate that the second-order construct ‘technology incentive’ comprising perceived interactivity, perceived vividness, and novel experience positively influence students’ learning interest and continuous learning intentions under the mediation of flow experience.

A study on the effects of perceived playfulness and emotional support in interactive learning environments for German language acquisition—A role-playing library system case

“…Users’ interest in learning in an interactive learning environment is an important factor affecting their commitment to continuous learning. It is consistent with previous research on the factors influencing learners’ desire to continue learning ( Gu et al, 2022c ). A user’s current learning intention and continuous learning motivation are closely connected.…”

“…There has been some concern expressed in previous studies that students may ignore the learning content as they become too engrossed in the state of flow and lose track of time and space ( Triberti et al, 2021 ). Interaction between human and computers can contribute to the perception of interactivity, vividness, and novelty in learning environments ( Gu et al, 2022c ). It appears that these feelings are more related to technology than learning content.…”

“…As with some other theories of interactive education, this model focuses on improving students’ flow experience and learning status. For instance, the technology incentive model (TIM) and the interactive narrative design for learning model (INDLM; Gu et al, 2022b , c ). The results of our study confirm that emotional support and perceived playfulness are important aspects that cannot be overlooked in the study of interactive education system design.…”

“…When students are interested in learning, they are more likely to focus and study hard in a positive manner. Designing instructional materials and instructional strategies is done to increase students’ interest in learning during teaching activities ( Gu et al, 2022c ). Previous studies have demonstrated that interactive teaching methods are among the most crucial elements that support students’ learning environments ( Andreani and Ying, 2019 ).…”

“…Flow experience has been demonstrated to have a direct influence on ongoing behavior in mobile games, according to research on entertainment and design strategies ( Liu et al, 2018 ). When using first-person view drones as auxiliary devices in matte painting courses, students’ interest in learning is the most important factor that affects continuous learning intentions ( Gu et al, 2022c ). Thus, this study verifies these three possible influence paths within the interactive library system and proposes design suggestions that can assist in improving continuous learning intentions.…”