A study on the impact of project-based learning on students' learning motivation in animation programs.

Project-based learning (PBL) is widely used in animation education, yet empirical evidence on how specific PBL dimensions relate to students' learning motivation remains limited. Drawing on a survey of 319 animation majors and recent graduates in China, this study examines students' perceptions of PBL implementation and their learning motivation using a PBL scale and a learning motivation scale. Correlation and hierarchical regression analyses were conducted to test the predictive effects of PBL on multiple motivation dimensions. The results show a significant positive relationship between students' perceived PBL experiences and learning motivation. Specifically, problem-driven learning exerted the strongest effects on challenge, enthusiasm, reliance on others' evaluation, preference for simple tasks, and focus on interpersonal competition; project design significantly predicted preference for simple tasks and interpersonal competition; and project implementation positively influenced enthusiasm, whereas project evaluation showed no significant predictive effect. These findings deepen understanding of the motivational mechanisms associated with PBL in animation programs and offer practical implications for improving PBL instructional effectiveness.