Structuring Self-Directed Learning: A Phase-Based Approach for Teaching Emerging Technologies in 3D Design

Insights from a Case Study in Undergraduate 3D Design Education

Abstract

This study explores the impact of a phase-based project structure on student engagement, planning, and learning outcomes in a 3D digital design course. Creative technology students often struggle with motivation, time management, and project scopingespecially when learning unfamiliar tools. To address these challenges, the course was structured into three sequential phases: research, miniature project, and final project. Seventeen undergraduate students participated, and twelve completed a mixed-method end-of-semester survey including both Likert-scale items and open-ended reflections. Quantitative results indicated high ratings across motivation, planning, and learning, while qualitative data revealed that students benefited from the steady pacing, intermediate checkpoints, and self-directed exploration. The miniature project phase, in particular, was cited as critical in helping students test feasibility, recalibrate expectations, and build technical confidence. Students also reported that the phased structure reduced procrastination and increased clarity of scope. This study contributes to creative education research by showing how scaffolded course design can mitigate challenges specific to 3D digital learning, such as delayed visual feedback and rapidly evolving technology. It also supports theories such as Temporal Motivation Theory, which emphasize the importance of timely goals in sustaining task engagement. The findings suggest that a structured but flexible instructional approach can enhance learning outcomes while supporting student autonomy.