Replication Data for: A Comparative Study to Evaluate the Effectiveness of Virtual Reality Modelling and Traditional Digital Modelling Methods on Students’ Academic Achievement and Motivation

The study aims to determine to what extent Virtual Reality (VR) affects academic achievement and academic and technology motivation of graphic design students in a character modeling course compared to the traditional three-dimensional digital modeling approach. To achieve this goal, a true experimental design with pretest-posttest control and experiment groups was utilized in the study. Twenty-three female and ten male students aged 18-26 from the Graphic Design Department who were unfamiliar with the tools used in the study were selected to participate voluntarily. Experimental (VR group) and control (3dsMax) groups were formed by random assignment of the students. Seventeen students were assigned to the control group and 16 to the experimental group. Three different instruments were used in the study: the Academic Motivation Scale for Learning Information Technology, the Motivation Scale for Using Technology in Lessons, and an instrument developed by the researchers to measure students' academic achievement. To analyze students’ academic and technology motivation levels, a two-way analysis of variance was performed. The Mann-Whitney U test was used to analyze students' academic achievement scores. Results showed that using VR had a statistically significant positive effect on students' academic motivation, especially in the intrinsic-vocational motivation aspect. This study also found that the VR group had higher technology motivation than the 3dsMax group. However, no significant difference in academic achievement scores between the 3dsMax and VR groups was revealed according to the results. The findings show that using VR in teaching and learning has many advantages and can be used effectively in graphic design courses for the tertiary level.