[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-600432-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-600432-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","virtual-reality-as-a-supportive-tool-for-design-education","Virtual Reality as a Supportive Tool for Design Education","","Immersive technologies are increasingly applied in design pedagogy, yet research has focused more on replacing instruction than on evaluating virtual reality (VR) as a supportive teaching supplement. This study tests VR’s effectiveness using a one-group pretest-posttest experiment with 60 second-year architecture students. Posttest results were significantly higher after VR content supported traditional teaching, and participant feedback rated content quality and ease of use positively, with some reports of eye-strain discomfort.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/virtual-reality-as-a-supportive-tool-for-design-education/600432/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/virtual-reality-as-a-supportive-tool-for-design-education/600432.png","ImageObject",300,407,{"name":42,"@type":43},"OmBimo","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"How was VR used in this design education study?","Question",{"text":63,"@type":64},"VR content was used as a supportive supplement after traditional teaching delivery, not as the primary instructional material.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What experimental approach and participant group were used?",{"text":68,"@type":64},"A one-group pretest-posttest design was conducted with 60 sophomore students enrolled in the College of Architecture at the University of Oklahoma.",{"name":70,"@type":61,"acceptedAnswer":71},"Did VR improve learning outcomes?",{"text":72,"@type":64},"Yes. Posttest scores were significantly higher after utilizing VR content compared with pretest scores.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},600432,1792190274,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},962090893581,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Virtual Reality as a Supportive Tool for Design Education  \nSomik Ghosh, University of Oklahoma, USA Abhay Chavan, University of Oklahoma, USA  \nAbstract  \nImmersive technologies have gained attention in design pedagogy due to their potential as effective tools for teaching and learning. Virtual reality (VR) has been extensively explored in the design discipline for tasks such as interpretation, visualization, and collaboration. However, most applications of VR have focused on replacing traditional teaching content but there is a lack of research on using VR as a supportive teaching tool. This study evaluated the effectiveness of VR as a supportive educational tool in design education. Employing a onegroup pretest-posttest experimental design, the study assessed the impact of VR on learning technical and spatial knowledge among 60 sophomore students enrolled in the College of Architecture. The results showed significantly higher posttest scores following the utilization of VR content as a supportive tool supplementing traditional teaching content. This study also gathered participants’ perceptions of using VR. The participants rated the quality of the VR content and the ease of use positively, while a few participants reported discomfort related to eye strain.  \nKeywords  \nDesign education, Virtual Reality, VR technology, Technology integration, Immersive technology  \nIntroduction  \nImmersive technologies have emerged as a topic of interest in literature related to pedagogy, particularly for their potential in teaching and learning. Since their introduction in the early twenty-first century, these technologies have been tested and applied across various fields, particularly where visualization is essential. In the design discipline, these technologies have been used and studied extensively for various applications. More specifically, virtual reality (VR), which is one such technology has been used for design interpretation and visualization, design collaboration, and design charette development (Ayer et al., 2016; Dalgarno & Lee, 2010; Zhang et al., 2020) . While several studies have found VR to be beneficial for learning, other research suggests that it may not offer any significant advantages, leading to mixed perspectives (Beh et al., 2022; Jensen & Konradsen, 2018; Kim et al., 2021; Pedro et al., 2016) .  \nIn most cases, VR has been used to replace traditional content delivery (Ayer et al., 2016), substitute in-person field visits (Krakowka, 2012), and replace face-to-face design collaboration (Hong et al., 2016) . In most studies, researchers compared learning outcomes between VR and traditional environments. However, many studies lacked proper controls to identify VR as the key factor behind improved learning (Lawson et al., 2024) . Consequently, determining VR's true effect on learning has been challenging. In this research, the authors explored VR as a supportive tool to reinforce content taught in traditional environments. Instead of being primary instructional material, VR content can be effective supportive material after complementing the delivery of content in a traditional classroom setting (Olbina & Glick, 2022) .  \nSupportive teaching-learning tools can be defined as additional information presented and stored in a variety of media and formats that assist in reinforcing the concepts to the learners (Mkhasibe et al., 2020) .  \nFew digital tools such as social media, educational robotics, simulations, narrative-rich videos, and digital games have been tested as supportive tools (Kautsar & Sarno, 2019; Nikolopoulou, 2022; Stathopoulou et al., 2019) in early STEM learning, and they have been found to be beneficial. VR’s effectiveness as a supportive learning tool in design education has not been investigated. Considering the effectiveness of VR in other domains, it can be expected to be an effective supportive learning tool, especially for fields such as design that heavily rely on spatial understanding.  \nFurther,","cbCaikOXm89LctSR","https://ap.wps.com/l/cbCaikOXm89LctSR","pdf",494799,15,"English","# Introduction\n# Literature Review\n# Methodology\n# Results\n# Discussion and Conclusion","[{\"question\":\"How was VR used in this design education study?\",\"answer\":\"VR content was used as a supportive supplement after traditional teaching delivery, not as the primary instructional material.\"},{\"question\":\"What experimental approach and participant group were used?\",\"answer\":\"A one-group pretest-posttest design was conducted with 60 sophomore students enrolled in the College of Architecture at the University of Oklahoma.\"},{\"question\":\"Did VR improve learning outcomes?\",\"answer\":\"Yes. Posttest scores were significantly higher after utilizing VR content compared with pretest scores.\"}]","Virtual Reality as a Supportive Tool for Design Education | PDF",1792090680,38]