Citation

Hamidani, Khadija (2025) Fostering student engagement of aspiring extended-reality developers via project-based experiential learning. PhD thesis, Multimedia University.

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Abstract

There is an evident increase in the utilization of Extended reality technology (XR), consisting of Augmented reality (AR), Virtual Reality (VR), and Mixed Reality (MR), over the last few years. To meet consumer demands, the extended reality XR industry is seeking graduates with relevant 21st-century skills to be part of the growing industry. There is a need for graduates who are not only technically proficient but are also capable of effective collaboration, creativity, and problem-solving. The immersive technology industry is urging higher education institutions to implement teaching strategies that align with industrial needs and foster engagement among aspiring developers for practical skills development. Due to the continued use of traditional teaching methods, these expectations, however, are not met, resulting in disengaged learners with an underdeveloped 21st-century skills set. Consequently, this study investigates how Project-Based Experiential learning (PBEL) fosters student engagement among aspiring XR (AR and VR application) developers enrolled in Final Year Project courses in the field of creative multimedia. Within the context of this study, Aspiring XR developers are students enrolled in the final year project course of creative multimedia, involved in the development of AR or VR application creation. A mixed-methods survey research design is conducted to investigate students' engagement, consisting of emotional, cognitive, and behavioural engagement dimensions. Additionally, another dimension of facilitative engagement is also added in this study to see the influence of facilitators' feedback and a supportive classroom environment. N=70 students enrolled in the final year project courses of XR development from two private universities in Malaysia participated in this study. Quantitative survey data and supporting qualitative responses revealed that PBEL significantly fosters students' engagement by increasing their emotional and facilitative engagement across the project cycle and maintaining their cognitive and behavioural engagement. The findings also showed that PBEL supports the development of a 21st-century skill set, including critical and analytical thinking, technical skills, communication skills, interpersonal and intrapersonal skills, job related skills, research skills, and time management skills. Demonstrating that student engagement fostered via PBEL contributes towards the development of industry relevant 21st Century Skills. The findings also reveal challenges and limitations aspiring developers faced in the development of XR(AR and VR) applications and their perspectives regarding the utilization and future of XR applications.

Item Type:	Thesis (PhD)
Additional Information:	Call No.: BF318.5 .K43 2025
Uncontrolled Keywords:	Experiential learning
Subjects:	B Philosophy. Psychology. Religion > BF Psychology (General) > BF1-990 Psychology
Divisions:	Faculty of Creative Multimedia (FCM)
Depositing User:	Ms Nurul Iqtiani Ahmad
Date Deposited:	22 May 2026 07:52
Last Modified:	22 May 2026 07:52
URII:	http://shdl.mmu.edu.my/id/eprint/15903

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