Virtual Reality Environment as a Learning Tool in a Graduate ...

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  • Title: Virtual Reality Environment as a Learning Tool in a Graduate Level Interior Design Studio
  • Author(s): Tijen Roshko, Jason Hare, Nicolette Layne
  • Publisher: Common Ground Research Networks
  • Collection: Common Ground Research Networks
  • Series: Design Principles & Practices
  • Journal Title: The International Journal of Design Education
  • Keywords: Virtual Reality, Interior Design Education, Virtual Reality Learning Environment, Virtual Reality Pedagogy
  • Volume: 13
  • Issue: 4
  • Year: 2019
  • ISSN: 2325-128X (Print)
  • ISSN: 2325-1298 (Online)
  • DOI: https://doi.org/10.18848/2325-128X/CGP/v13i04/39-49
  • Citation: Roshko, Tijen, Jason Hare, and Nicolette Layne. 2019. "Virtual Reality Environment as a Learning Tool in a Graduate Level Interior Design Studio." The International Journal of Design Education 13 (4): 39-49. doi:10.18848/2325-128X/CGP/v13i04/39-49.
  • Extent: 11 pages

Abstract

Recently virtual reality (VR) technologies have been developed extensively and have found applications from commercial to educational platforms. Integration of digital media into the classroom has engendered new forms of knowledge exchange and learning opportunities. Now VR environments are emerging as powerful tools for teaching and learning. VR applications have considerable learning affordances. They enhance spatial knowledge and understanding of scale relations, facilitate experiential learning, increase the level of engagement and motivation, and foster collaborative learning. However, in order to use VR for educational purposes, the relationship between VR and its potential learning benefits needs to be further investigated and researched. This article investigates the potential benefit of virtual reality studies in graduate level teaching in interior design. The study utilizes the models of both Delgarno and Lee and Chris Fowler, a learning experience framework that is based not only on technological affordances but also includes pedagogical requirements. In order to understand the effectiveness of Virtual Reality Environments (VRE) in interior design learning, the following research questions were framed: 1) how could VRE supplement or enhance spatial understating of interior design learners? 2) what is the level of effectiveness of VRE in interior design studies in terms of delivering the learning objectives? 3) what are the limitations of VRE in interior design learning in a studio environment?, and 4) how can VRE enhance learner motivation and self-efficacy? The studio work was structured so that each learner was immersed in their own designed space through a high fidelity, totally immersive HTC VIVE™ virtual reality system. There was an increased level of student motivation. The interior design VR Studio provided new ways of seeing, teaching, and learning.