SUCCESS & INNOVATION

In the modernized auditorium of Prek Leap High School, part of New Generation School Initiative network in Cambodia, a Grade 10 student named Neang Daroth embarked on a journey that would not only redefine his creative potential but also illustrate the profound impact of targeted educational programs on young minds. Daroth, a driven teenager with a deep passion for digital art, dreamed of creating an animated book to promote literacy among young Cambodians—an ambitious project rooted in his desire to blend creativity with social good. When he learned about the Digital Visualization Technology Skills Accelerator Program (DViTSA), he saw it as the perfect opportunity to acquire the skills necessary to bring his vision to life. This case study explores Daroth’s experience with DViTSA, detailing how the program equipped him with technical expertise, fostered his personal growth, and expanded his horizons, ultimately serving as a model for how hands-on learning can empower students in the digital age.

 

Neang Daroth grew up in a modest household in a semi-urban area near Phnom Penh, where access to advanced technology was limited. Despite these constraints, Daroth’s fascination with storytelling and art blossomed early. He spent hours sketching characters and imagining fantastical worlds, often using rudimentary tools like pencils and paper. When his school introduced basic computer labs, Daroth’s curiosity shifted toward digital platforms, where he began experimenting with simple graphic design software. By Grade 10, he had conceived an idea for an animated book—a vibrant, interactive story aimed at engaging young Cambodian readers and encouraging them to develop a love for reading in a country where literacy rates among rural youth remain a concern.

 

However, Daroth quickly realized that his self-taught skills were insufficient for the scope of his project. His early attempts at animation were clunky, lacking the polish and dynamism he envisioned. Frustrated but undeterred, he sought a way to bridge the gap between his ambition and his abilities. That opportunity arrived in the form of DViTSA, a program designed to teach students advanced digital visualization skills, including 3D modeling, animation, and more. With its promise of hands-on training and expert mentorship, Daroth enrolled with a clear goal: to transform his animated book into a captivating and professional-grade work of art.

 

The DViTSA Program: Structure and Objectives

The Digital Visualization Technology Skills Accelerator Program (DViTSA) is an innovative initiative launched by a coalition of educational and tech organizations in Cambodia, aimed at equipping high school students with cutting-edge digital skills. Targeting youth with an interest in creative technologies, the program offers a six-month curriculum that covers a wide range of topics: 3D modeling, texturing, animation, lighting, and digital rendering. Delivered through a blend of classroom instruction, practical workshops, and project-based assignments, DViTSA emphasizes experiential learning, encouraging students to apply their skills to real-world projects. The program also integrates soft skills development, such as problem-solving, teamwork, and creative thinking, to prepare participants for the demands of the 21st-century workforce.

 

For Daroth, DViTSA represented more than just a technical course—it was a gateway to realizing his creative potential and contributing to his community. With his animated book project in mind, he approached the program with enthusiasm and determination, ready to tackle the steep learning curve ahead.

 

Daroth’s experience in DViTSA began with the fundamentals of 3D modeling, a skill he had never explored before. Under the guidance of experienced instructors, he started with basic shapes—cubes, spheres, and cylinders—learning how to manipulate them using industry-standard software like Blender. His first assignment was to create a simple object, a wooden chair, which required him to understand geometry, scale, and perspective. Though initially daunting, this exercise laid the groundwork for more complex tasks. Over weeks of practice, Daroth progressed to designing intricate models, such as a realistic tree for the forest scene in his animated book. He mastered techniques like extrusion and sculpting, carefully crafting branches and leaves to achieve a lifelike effect.

 

Next, Daroth delved into texturing and painting, skills that allowed him to add visual richness to his models. He learned how to apply digital textures—such as bark for his tree or fabric for a character’s clothing—using UV mapping and digital brushes. This process was both technical and artistic, requiring him to balance precision with creativity. Daroth experimented with colors and patterns, ensuring that each element of his animated book aligned with the whimsical yet grounded aesthetic he envisioned.

 

Animation proved to be Daroth’s greatest challenge and triumph. Through lessons on keyframing, rigging, and motion paths, he brought his characters to life. One memorable milestone was animating a young protagonist walking through the forest, with subtle movements like a swaying cape and rustling leaves. Daroth spent hours refining these sequences, troubleshooting issues like unnatural motion or clipping errors. His persistence paid off as he watched his static sketches evolve into a dynamic, living story.

 

Finally, Daroth explored lighting and shadowing, techniques that elevated the depth and mood of his work. He learned to simulate sunlight filtering through trees and to cast soft shadows that enhanced realism. By adjusting light angles and intensities, he created a warm, inviting atmosphere for his animated book, drawing viewers into the narrative. This phase of the program underscored the interplay between technical skill and artistic intuition, a balance Daroth came to appreciate deeply.

 

Daroth’s journey through DViTSA was not without obstacles. Early on, he struggled with the complexity of the software, often losing hours of work due to unsaved files or technical glitches. These setbacks tested his patience, but they also taught him the importance of problem-solving and resilience. He began documenting his process, seeking advice from peers and instructors, and approaching errors as learning opportunities rather than failures.

 

Beyond technical hurdles, Daroth faced self-doubt. As a novice in a room of talented peers, he sometimes questioned whether his vision was worth pursuing. However, the supportive environment of DViTSA—coupled with encouragement from mentors—helped him build confidence. Each completed model or animation sequence reinforced his belief in his abilities, and he grew more comfortable sharing his work for critique. This shift in mindset was as valuable as the skills he acquired, shaping him into a more self-assured and proactive individual.

 

By the end of the six-month program, Daroth had transformed his animated book into a visually stunning and immersive experience. The final product featured a polished 3D forest scene, animated characters with fluid movements, and a carefully lit environment that captivated viewers. He presented his project at a school exhibition, where it received praise from teachers, peers, and local community members. More importantly, Daroth began sharing his work with younger students, using it as a tool to spark their interest in reading—a fulfillment of his original mission.

 

The impact of DViTSA extended beyond the animated book. Exposure to advanced digital tools ignited Daroth’s curiosity about related fields like game design and 3D printing. He started researching these industries, envisioning a future where he could create educational games or design physical models for community projects. What began as a single creative endeavor evolved into a broader ambition, with Daroth now aspiring to study digital arts at a university and pursue a career in Cambodia’s growing tech sector.

 

Daroth’s success story underscores the value of programs like DViTSA in fostering 21st-century skills—creativity, critical thinking, and digital literacy—among young people. In a country like Cambodia, where economic development increasingly relies on technology and innovation, such initiatives empower students to contribute to their communities and compete in a globalized world. Daroth’s experience also highlights the ripple effect of hands-on learning: his animated book not only advanced his own goals but also inspired others, demonstrating the potential of education to drive social change.

 

Neang Daroth’s journey through the Digital Visualization Technology Skills Accelerator Program is a testament to the transformative power of targeted, experiential education. From a passionate but unskilled student, he emerged as a confident digital artist with a refined project and expansive dreams. DViTSA provided him with the tools to turn his vision into reality, while also unlocking doors to diverse career paths in the creative industries. His story serves as a compelling case for investing in youth, technology, and education—a blueprint for how programs like DViTSA can cultivate talent, build resilience, and shape the future, one student at a time.