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ABSTRACT
In this study, studio-based and virtual reality-based courses were taught online to fashion design students during a semester. Students’ satisfaction with distance learning in these two courses was measured by relating to their computer self-efficacy and spatial learning capability. The perceived usefulness of distance learning and students’ online engagement were tested as the mediator and moderator, respectively. This research showed that spatial ability skills play a significant role in students’ satisfaction with the distance learning of a studio-based course. In contrast, it is not significant for the virtual reality-based course.
On the other hand, students’ computer self-efficacy directly affects the perceived usefulness of distance learning of the virtual reality-based course and indirectly affects course satisfaction. However, this relationship does not exist for the studio-based course.
Disclosure statement
No potential conflict of interest was reported by the author(s).