Determinants of Hyperrealistic Illustration Competency among Graphic Design Students in Malaysian Universities: The Mediating Role of Deliberate Practice

Hyperrealistic illustration has emerged as one of the most demanding competencies within contemporary graphic design education due to its emphasis on perceptual accuracy, technical precision, visual analysis, and creative interpretation. The development of such competency requires more than artistic talent, as advanced visual skills are typically acquired through continuous learning, structured practice, and reflective improvement (Ericsson et al., 1993; Edwards, 2012). Although previous studies have examined illustration learning, drawing skills, and creative performance. The increasing adoption of artificial intelligence (AI) in creative industries has further transformed illustration practices by introducing new approaches to ideation, visual exploration, and digital production (Dwivedi et al., 2023; Kasneci et al., 2023). However, concerns remain regarding whether AI-supported learning enhances creative development or reduces students’ engagement with fundamental manual illustration processes. Therefore, understanding the relationship between technological readiness and traditional skill development has become increasingly important in contemporary graphic design education.
This study proposes a structural model examining the determinants influencing hyperrealistic illustration competency among Malaysian graphic design students, with deliberate practice positioned as a mediating variable. The proposed framework integrates four independent variables: visual observation skills, drawing self-efficacy, teaching quality, and AI readiness. A quantitative cross-sectional survey involving undergraduate graphic design students from Malaysian public and private universities is proposed. Data will be analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM) to evaluate direct and indirect relationships among the research constructs (Hair et al., 2022). The study is expected to demonstrate that deliberate practice significantly mediates the relationship between students’ cognitive abilities, psychological beliefs, instructional experiences, technological readiness, and hyperrealistic illustration competency. Theoretically, this research extends Deliberate Practice Theory, Social Cognitive Theory, and Experiential Learning Theory into the field of graphic design education. Practically, the findings may assist educators, curriculum developers, and policymakers in designing illustration education strategies that balance manual skill development with responsible AI integration.

Hyperrealistic illustration, deliberate practice, graphic design education, illustration competency, visual observation, artificial intelligence, PLS-SEM

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