Title: Perceived instrumentality value and engagement in 3D training, animation and modelling for university lecturers

Authors: Francisco M. Gómez-Campos; Efua Irene Amenyah; Salvador Rodríguez-Bolívar; Juan E. Carceller; Mariane Frenay; Etienne Bourgeois

Addresses: Departamento de Electrónica y Tecnología de los Computadores, Facultad de Ciencias, Av. Fuentenueva s/n, C.P. 18071, Granada, Spain. ' Faculté de Psychologie et des Sciences de l’éducation, Place Cardinal Mercier, 10, B-1348 Louvain la Neuve, Belgique. ' Departamento de Electrónica y Tecnología de los Computadores, Facultad de Ciencias, Av. Fuentenueva s/n, C.P. 18071, Granada, Spain. ' Departamento de Electrónica y Tecnología de los Computadores, Facultad de Ciencias, Av. Fuentenueva s/n, C.P. 18071, Granada, Spain. ' Faculté de Psychologie et des Sciences de l’éducation, Place Cardinal Mercier, 10, B-1348 Louvain la Neuve, Belgique. ' Bâtiment Uni Pignon, Boulevard du Pont-D’Arve 40, 1204 Geneve, Bureau 104; Faculté de Psychologie et des Sciences de l’éducation, Place Cardinal Mercier, 10, B-1348 Louvain la Neuve, Belgique

Abstract: In this paper, authors report on an experience in adult education at the Universidad de Granada, Spain. They carry out an analysis on motivation and engagement of a group of university lecturers attending a training course on three-dimensional modelling and animation for teaching applications. They investigate the goals they are trying to achieve, their expectations and reasons for attending the course. Twenty-seven lecturers attended the course, including 53% of women and 47% of men. Results indicated that lecturers were motivated while attending the course. They engaged differently in the training course and were intrinsically focused on the content and importantly on new skills designed to be acquired. Fewer than three quarters (74%) finished the training course while others dropped out from the sessions very early or in the middle of the course due to unforeseen events.

Keywords: adult education; 3D animation; 3D; three dimensions; three dimensional; motivation; university lecturers; universities; higher education; perceived value; instrumentality value; perceived engagement; 3D training; 3D modelling; University of Granada; Spain; training courses; teaching applications; goals; expectations; reasons; course content; new skills; skill acquisition; drop outs; innovation; CSCL; computer-supported learning; collaborative learning; technological issues; pedagogical issues; pedagogy.

DOI: 10.1504/IJIL.2012.047313

International Journal of Innovation and Learning, 2012 Vol.12 No.1, pp.95 - 108

Received: 08 May 2021
Accepted: 12 May 2021

Published online: 15 Jun 2012 *

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