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Augmented reality and virtual reality are innovative technologies applied to the area of graphic expression with increasing influence on the teaching–learning process. Although these innovative resources enable new forms of teaching, it remains unclear how these artificial applications can impact students’ motivation. The aim of this paper was to evaluate how virtual exercises increase the motivation level in different typologies of university students. The sample was composed of graduate (master’s degree) and undergraduate students (three engineering degrees) of the University of Cordoba. These tools were available to students through four devices: mobile phones, tablets, computers and virtual reality goggles. The motivation of the students was evaluated through the modified Instructional Materials Motivation Survey by the attention, relevance, confidence and satisfaction motivational model. The results obtained through a 5-point Likert scale showed that these innovative resources significantly improved the students’ motivation level, especially concerning the ‘relevance’ aspect (M = 4.01; SD = 0.98). The virtual resources also increased the understanding of the exercises and their spatial vision (M = 3.80; SD = 1.14). Of the total sample, 63.83% students considered the virtual reality goggles as the most suitable device to visualize graphic expression exercises.

Preliminary results of the impact of 3D-visualization resources in the area of graphic expression on the motivation of university students