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<p>This study investigates the relationships between design challenges, problem-solving strategies, and perceived effectiveness in 3D animation production within higher education. Grounded in experiential learning theory (ELT) and problem-based learning (PBL), a survey was conducted with 110 undergraduate students in an advanced animation programme at a public university. The findings show that while technical and cinematographic tasks were consistently perceived as challenging, user experience considerations were rated as less critical in academic settings. Students reported relying primarily on industry references, trial-and-error experimentation, reflective documentation, and feedback-driven revision. Regression analysis confirmed that problem-solving strategies were a strong and significant predictor of perceived effectiveness (β = 0.882, <i>p</i> &lt; 0.001), explaining 61% of the variance, whereas design challenges exerted no significant direct or mediated effect. The results highlight that effectiveness is shaped less by the presence of challenges than by the adoption of structured strategies, refining applications of ELT and PBL by emphasising the role of pedagogical scaffolding. Practically, the study suggests embedding training focused on strategy and reflective assessment into curricula, while strengthening collaboration between academia and industry to prepare students with adaptive skills for professional animation practice.</p>

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Experiential and problem-based learning in animation education: examining the role of problem-solving strategies in perceived effectiveness

  • 期刊论文

  • 发表日期：

    2026年7月20日

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  • Mohd Hafiz Faizal Mohamad Kamil,
  • Mohammad Dzulsyafiq Mohammad Yusoff,
  • Mohammad Syukran Kamalruzzaman

摘要

This study investigates the relationships between design challenges, problem-solving strategies, and perceived effectiveness in 3D animation production within higher education. Grounded in experiential learning theory (ELT) and problem-based learning (PBL), a survey was conducted with 110 undergraduate students in an advanced animation programme at a public university. The findings show that while technical and cinematographic tasks were consistently perceived as challenging, user experience considerations were rated as less critical in academic settings. Students reported relying primarily on industry references, trial-and-error experimentation, reflective documentation, and feedback-driven revision. Regression analysis confirmed that problem-solving strategies were a strong and significant predictor of perceived effectiveness (β = 0.882, p < 0.001), explaining 61% of the variance, whereas design challenges exerted no significant direct or mediated effect. The results highlight that effectiveness is shaped less by the presence of challenges than by the adoption of structured strategies, refining applications of ELT and PBL by emphasising the role of pedagogical scaffolding. Practically, the study suggests embedding training focused on strategy and reflective assessment into curricula, while strengthening collaboration between academia and industry to prepare students with adaptive skills for professional animation practice.