Enhancing Spatial Design Pedagogy: An Empirical Investigation of VR Technology in Environmental Design Education

The foundational course “Design Composition” is integral for freshmen in the Environmental Design undergraduate program. Given the observed limitations in students’ spatial thinking capacities, coupled with challenges in perceiving classical architectural spaces and the real-time presentation of construction materials, the incorporation of VR (Virtual Reality) technology into curriculum reform be-comes paramount. For this empirical study, two academic classes were chosen: one control groups (n = 25) and one experimental groups (n = 25). While adhering to an identical teaching syllabus, the control groups were subjected to conventional pedagogical methods, whereas the experimental groups employed VR technology. Three distinctive tests were devised, targeting spatial cognition, perception of master architectural spaces, and material experimentation. Post-evaluation, a questionnaire assessed students’ grasp of key concepts and course satisfaction. Data analysis revealed that students from the experimental groups consistently outperformed those from the control groups across all tests, indicating a pronounced enhancement in learning outcomes. Consequently, this investigation underscores the efficacious role of VR technology in spatial design instruction, advocating its further integration into pedagogical reforms.