07 Jul 2025
At the Academy of Film and Creative Technology, Xi’an Jiaotong-Liverpool University (XJTLU), students don’t just absorb knowledge through academic research—they grow in confidence and direction through deeply collaborative relationships with their tutors.
This year, one graduating student from the Digital Media Arts programme captured the essence of this journey in a heartfelt thank-you email to her supervisor. Sincere and unembellished, the message sparked our interest in the remarkable student–teacher bond behind her final-year project (FYP).
Her journey exemplifies XJTLU’s student-centred ethos: growth through exploration, breakthroughs through support, and the nurturing of self-motivation through meaningful interaction.
From uncertainty to clarity: bridging disciplines
For her FYP, the student chose a bold and interdisciplinary topic that explored the convergence of digital media arts and neuroscience: the application of virtual reality (VR) environments in visual therapy for individuals with aphantasia—a condition that affects visual imagination.
“At first, I only had a vague idea. I wanted to look into visual rehabilitation for people with aphantasia, but I was completely lost when it came to choosing the right medium or research method,” she admitted.
In their initial meeting, her supervisor didn’t rush to restructure her concept. Instead, he prompted her to reflect: “What is the core theme you wish to explore? And how do you want to express it?”
That conversation marked a turning point. From there, the supervisor provided precise guidance, advising her on media selection, experimental design, and the integration of interdisciplinary literature. Crucially, he encouraged her to centre her research around VR, helping her establish a cohesive framework combining immersive environments, visual cues, and neurorehabilitation.
“I had never written a research-based paper before and found it incredibly daunting. But my supervisor helped me clarify my ideas and taught me how to transform visual art into a structured, methodology-driven research process. Every meeting gave me new insight.”
(A thank-you email to her supervisor)
Frequent dialogue, precision guidance
Despite his demanding schedule, her supervisor made it a priority to support her at every crucial stage—from initial topic selection and research framework design to literature review, experimental planning, data analysis, and long-term academic visioning.
“On average, we met about twice a month. Even with his packed calendar, if I booked ahead and came prepared, he always made time for in-depth discussions. Each session would often last an hour or two—he wasn’t just checking progress, he was guiding my thinking.”
During one design review, she proposed using visual prompts in a VR environment to help aphantasia patients form visual imagery. Her tutor immediately introduced the concept of attention-guided therapy from neuroscience and offered detailed feedback on interactive design, transitions, colour usage, and emotional engagement. When she developed a “dark-to-vivid” visual transformation to enhance immersion, he pushed her to refine the transitions and anchor the experience with real neurological data.
“What touched me most was that he didn’t just tell me how to do something—he helped me understand why. He would ask, ‘Is this design choice about the effect, or are you just following a trend?’ He kept challenging me to return to the essence of the research. That gave me clarity and critical awareness.”
(Student's award-winning work-Memory Tailor)
Beyond supervision: a mentor for growth
What makes this story truly compelling is that the mentorship extended beyond the confines of a single project. It was about shaping a mindset.
For her practical component, the student developed an installation art project inspired by non-human perspectives—specifically from birds—aiming to create an immersive, sensory-rich experience. Another academic from the department stepped in to provide expert guidance.
Initially, the student was inclined to create something visually spectacular, keen to showcase her technical skills. But her tutor offered a timely reminder: “An installation is not a stage for showing off; it’s an extension of your research method and theme.”
With this in mind, she received not only conceptual advice grounded in the theory of installation art but also rare academic resources, including a key paper on animal visual simulation that shaped her technical design.
“My tutor helped me move from vague assumptions about animal behaviour to becoming a research-informed installation designer.”
Both tutors also supported her broader academic planning, helping her evaluate potential postgraduate pathways and consider whether international research institutions might suit her aspirations.
“They cared about more than just the project—they helped me think about what kind of future I want and how today’s work could evolve into tomorrow’s research.”
Outstanding results: academic honours and international recognition
Her dedication paid off. The research paper and design project earned her top honours: her FYP was named one of the Academy‘s “Outstanding Final-Year Projects,” and a brand design project derived from her research went on to win a Silver Award at the IAI Design Award.
“I started out just wanting to complete the assignment. But under my tutors’ guidance, I realised that research could be warm and human. That’s when I began developing the project into something that could genuinely support users with visual impairments. Winning an international award was a wonderful surprise—but it wouldn’t have been possible without my tutors’ support.”
A message for younger students: embrace the dialogue
Now, she hopes her experience will inspire others to make the most of the academic support around them.
“Many students think they can handle things alone, or they worry about bothering their tutors. But teachers’ knowledge and experience can broaden your vision and help you avoid unnecessary setbacks. They help you walk further and with more confidence.”
“Most importantly, the lessons you take from these conversations aren’t just technical—they’re about cultivating an academic attitude: one of rigour, curiosity, and independent thinking. That’s the kind of growth that stays with you.”
At the Academy of Film and Creative Technology, education is not only about completing a curriculum—it’s about inspiring minds and nurturing the human spirit. This student’s journey is a powerful testament to XJTLU’s commitment to student-centred learning, showing how great mentorship can help young creatives rise, see further, and find their true direction.
By Wenzhen Li
07 Jul 2025