Theoretical model and practical analysis of immersive industrial design education based on virtual reality technology.
Saved in:
| Title: | Theoretical model and practical analysis of immersive industrial design education based on virtual reality technology. |
|---|---|
| Authors: | Li, Pan1,2,3 (AUTHOR) panli19@tust.edu.cn, Zhang, Xinxin1 (AUTHOR), Hu, Xiaowei1 (AUTHOR), Xu, Boxuan1 (AUTHOR), Zhang, Junxia1,2 (AUTHOR) |
| Source: | International Journal of Technology & Design Education. Sep2025, Vol. 35 Issue 4, p1543-1570. 28p. |
| Subject Terms: | *Cognitive learning, *Educational technology, *Experiential learning, *Educational productivity, Virtual reality, Industrial design, Sensory stimulation, Constructivism (Philosophy) |
| Geographic Terms: | China |
| Abstract: | With the deepening advancement of informatization, higher education has embraced new technology educational tools. However, the superficiality and overemphasis on theory in China's industrial design education are facing significant challenges. Immersive industrial design instruction offers possibility for enhancing students' learning experiences, making them more enriching and practical. Theoretical foundations, such as constructivism learning theory, cognitive learning theory, and multisensory stimulus theory, provide guidance for immersive industrial design instruction from the perspectives of the external environment, bodily perception, and psychological states. Technologically, virtual reality, augmented reality, and digital twin technologies drive and support the shaping and optimization of immersive experiences in industrial design instruction. Hence, this study establishes an immersive industrial design education model based on virtual reality technology. In practical terms, experiment participants engage in product design practices through a virtual reality-based immersive teaching platform. Taking the example of surgical bed design within a medical system and interactive operations during certain surgical procedures, participants complete human-product interaction design and interface design by practicing product design, mastering internal structures, dimensions, assembly relationships, color, materials, finishing, and rendering product-environment scenarios. The study employs the UTAUT2 survey questionnaire to analyze and investigate the proposed immersive industrial design teaching platform. The findings confirm that immersive industrial design instruction offers advantages in terms of novelty, usability, and enjoyment. It can stimulate students' interest in learning, enhance learning efficiency, and thus significantly improve instructional effectiveness, demonstrating higher educational value. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Technology & Design Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | With the deepening advancement of informatization, higher education has embraced new technology educational tools. However, the superficiality and overemphasis on theory in China's industrial design education are facing significant challenges. Immersive industrial design instruction offers possibility for enhancing students' learning experiences, making them more enriching and practical. Theoretical foundations, such as constructivism learning theory, cognitive learning theory, and multisensory stimulus theory, provide guidance for immersive industrial design instruction from the perspectives of the external environment, bodily perception, and psychological states. Technologically, virtual reality, augmented reality, and digital twin technologies drive and support the shaping and optimization of immersive experiences in industrial design instruction. Hence, this study establishes an immersive industrial design education model based on virtual reality technology. In practical terms, experiment participants engage in product design practices through a virtual reality-based immersive teaching platform. Taking the example of surgical bed design within a medical system and interactive operations during certain surgical procedures, participants complete human-product interaction design and interface design by practicing product design, mastering internal structures, dimensions, assembly relationships, color, materials, finishing, and rendering product-environment scenarios. The study employs the UTAUT2 survey questionnaire to analyze and investigate the proposed immersive industrial design teaching platform. The findings confirm that immersive industrial design instruction offers advantages in terms of novelty, usability, and enjoyment. It can stimulate students' interest in learning, enhance learning efficiency, and thus significantly improve instructional effectiveness, demonstrating higher educational value. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 09577572 |
| DOI: | 10.1007/s10798-024-09946-x |
