This study investigated college students’ experiences with project-based learning in 3D design, specifically for 3D modeling. A total of 49 college students from a Visual Arts program participated in this study. By implementing a project-based assignment throughout one semester, each student was responsible for completing his or her proposed design. In-class and out-of-class complementary methods were implemented throughout the semester. Focus group interviews were conducted to examine students’ use of self-regulated learning methods and experiences with project-based learning in the class. The results revealed that adopting PBL with complementary methods was helpful for developing students’ practical capacity and self-regulated learning attitude. The students used a combination of self-regulated learning methods in their projects, including other resources, online materials, problem notes, sharing activities, project diaries, and personal schedules. Their experiences with project-based learning were mainly related to motivation, sharing and feedback, and the teaching approach in the class. Some students expressed thinking of self-efficacy, problem solving, and reflection and self-assessment in the class. In general, the students showed more interest in 3D design, and higher motivation to complete the project. The project achievement promoted students’ confidence, practical skills, interest in the subject, and most importantly, their self-regulated learning attitude.

中文翻译：

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学生在3D设计课程中对基于项目的学习体验的评估

这项研究调查了大学生在3D设计（尤其是3D建模）中基于项目的学习的经验。共有49位来自视觉艺术专业的大学生参加了这项研究。通过在一个学期中实施基于项目的作业，每个学生都有责任完成他或她提出的设计。在整个学期中实施了课堂内和课堂外的补充方法。进行了焦点小组访谈，以检查学生在课堂上使用自律式学习方法和基于项目学习的经验。结果表明，采用PBL辅助教学法有助于培养学生的实践能力和自我调节的学习态度。学生在自己的项目中结合使用了自我调节的学习方法，包括其他资源，在线资料，问题记录，共享活动，项目日记和个人日程表。他们在基于项目的学习中的经验主要与动机，共享和反馈以及课堂教学方法有关。一些学生在课堂上表达了对自我效能感，问题解决能力以及反思和自我评估的想法。通常，学生对3D设计表现出更多的兴趣，并且对完成项目有更高的动力。该项目的成就提高了学生的自信心，实践能力，对学科的兴趣，最重要的是提高了他们的自我调节学习态度。以及课堂上的教学方法。一些学生在课堂上表达了对自我效能感，问题解决能力以及反思和自我评估的想法。通常，学生对3D设计表现出更多的兴趣，并且对完成项目有更高的动力。该项目的成就提高了学生的自信心，实践能力，对学科的兴趣，最重要的是提高了他们的自我调节学习态度。以及课堂上的教学方法。一些学生在课堂上表达了对自我效能感，问题解决能力以及反思和自我评估的想法。通常，学生对3D设计表现出更多的兴趣，并且对完成项目有更高的动力。该项目的成就提高了学生的自信心，实践能力，对学科的兴趣，最重要的是提高了他们的自我调节学习态度。