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<p>With the rapid development of digital and immersive technologies, interior design education is shifting from traditional two-dimensional instruction to virtual interactive learning. To overcome the limitations of drawings and physical models in conveying spatial perception and design expression, this study developed a VR-based teaching platform integrating Level of Detail (LOD) and Occlusion Culling (OC) technologies to enhance spatial cognition and interaction efficiency. Based on the Technology Acceptance Model (TAM), four dimensions—Learning Effectiveness (LE), Ease of Use &amp; Tool Experience (EUTE), Engagement &amp; Involvement (EI), and Continuance Intention (CI)—were compared between VR and traditional teaching. Experimental results show that the VR approach achieved higher scores across all indicators: Learning Effectiveness improved from 83.57 to 90.33, Ease of Use &amp; Tool Experience from 82.82 to 87.88, Engagement &amp; Involvement from 82.61 to 89.63, and Continuance Intention from 84.29 to 89.33. These findings demonstrate that VR-based instruction effectively enhances students’ spatial understanding, learning participation, and creative expression, providing empirical evidence for the digital and immersive transformation of interior design education.</p>

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From two-dimensional representation to immersive interaction: the VR-driven transformation of interior design pedagogy

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年11月21日

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  • Pengjun Wu,
  • Wencui Zhang,
  • Dandan Xu,
  • Yao Liu

摘要

With the rapid development of digital and immersive technologies, interior design education is shifting from traditional two-dimensional instruction to virtual interactive learning. To overcome the limitations of drawings and physical models in conveying spatial perception and design expression, this study developed a VR-based teaching platform integrating Level of Detail (LOD) and Occlusion Culling (OC) technologies to enhance spatial cognition and interaction efficiency. Based on the Technology Acceptance Model (TAM), four dimensions—Learning Effectiveness (LE), Ease of Use & Tool Experience (EUTE), Engagement & Involvement (EI), and Continuance Intention (CI)—were compared between VR and traditional teaching. Experimental results show that the VR approach achieved higher scores across all indicators: Learning Effectiveness improved from 83.57 to 90.33, Ease of Use & Tool Experience from 82.82 to 87.88, Engagement & Involvement from 82.61 to 89.63, and Continuance Intention from 84.29 to 89.33. These findings demonstrate that VR-based instruction effectively enhances students’ spatial understanding, learning participation, and creative expression, providing empirical evidence for the digital and immersive transformation of interior design education.