Mind the gap: students’ expectations, conceptions and reality of self-regulation in a 3D design team project

ABSTRACT

This study investigated college students’ self-regulation in the context of a 3D design team project. By conducting a pre-survey, post-survey and focus group interviews, the study examined students’ expectations, conceptions and reality of self-regulation in the team project. The results showed that students’ self-regulation directly reflected in their project performance. Medium self-regulated students had the highest self-expectations and devoted approximate time compared with high self-regulated students. High self-regulated students devoted more efforts than their expectations. Although revealing the lowest actual efforts, low self-regulated students’ expectations were only slightly less than those of the high self-regulated students. All students believed that their self-regulation increased, whereas the low self-regulated students revealed the highest conceptions compared with the others. Educational implications are discussed.

KEYWORDS:

• Self-regulation
• expectation
• conception
• reality
• 3D design

Acknowledgments

I am grateful to all the participants who joined and shared their thinking and experiences in this research. This work was supported by the National Science Council, Taiwan under Grant [MOST 108-2511-H-153-007and MOST 107-2635-H-153-002].

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Notes on contributors

Tsai-Yun Mou

Tsai-Yun Mou is currently an Assistant Professor in the Department of Visual Arts, National Pingtung University. Her research interests include 3D animation design, story design and development, and innovative animation teaching that integrates STEAM education.