Effects of a Cognitive-Motivational Immersive Virtual Reality Learning System on Undergraduate Students’ Performance and Motivation in Project-Based Cultural and Creative Design Learning

Abstract

This study investigates the impact of the Cognitive Motivational Immersive Virtual Reality (CMI-VR) system on academic performance and motivation in project-based cultural and creative design (P-CCD) education. Traditional design pedagogy often struggles with the cognitive gap between 2D sketches and 3D realization. To address this, the CMI-VR system was developed by integrating Cognitive Load Theory and Gagne’s Nine Events to manage cognitive processing, alongside Self-Determination Theory (SDT) to satisfy psychological needs for autonomy and competence. Using a quasi-experimental design with 84 undergraduate students, the study compared the CMI-VR system against Traditional Project-Based Instruction (TPI). Statistical results from ANOVA indicated that the CMI-VR group significantly outperformed the TPI group in both performances (F = 36.949, p < .001, ηp2 = .316) and motivation (F = 30.527, p < .001). Crucially, gender was found to have no significant moderating effect, demonstrating the system’s pedagogical inclusivity. These findings provide strong empirical evidence that theory-driven VR environments can effectively mitigate cognitive load while sustaining high intrinsic motivation. The study advocates a shift toward technology-empowered project-based models to facilitate the “creative inheritance” of cultural heritage in modern higher education..