IntroductionProcess-level mechanisms remain underexplored in computer animation education. This study reports an initial empirical test and refinement of the Cognitive Affective Model of MoCap Training (CAMMT), which proposes that immersion and action-contingent interactivity shape training through psychological affordances and related cognitive-affective processes.MethodsImmersion and interactivity were isolated in a 2 × 2 between-subjects experiment (N = 117) during a virtual lesson on charact