TY - GEN
T1 - From Ideas to Concepts
T2 - 12th International Conference on Learning and Collaboration Technologies, LCT 2025, held as part of the 27th HCI International Conference, HCII 2025
AU - Han, Zida
AU - Li, Qingchuan
N1 - Publisher Copyright:
© The Author(s), under exclusive license to Springer Nature Switzerland AG 2025.
PY - 2025
Y1 - 2025
N2 - Virtual Reality (VR) technology has emerged as a powerful tool in design education, offering immersive environments and interactive features that enhance creativity and learning outcomes. Despite its potential, the integration of VR in design education remains underexplored, particularly in understanding students’ preferences and acceptance across different design phases. To address these problems, this study employs a mixed-methods approach, including workshop, semi-structured interviews and online surveys, to investigate design students’ usage patterns and acceptance of VR technology throughout the Double Diamond Design Process. Findings reveal that VR is highly effective in divergent design stages like problem discovery and ideation but faces challenges in convergent stages due to limited precision and functionality. In addition, key influencing factors such as presence, perceived interactivity, VR self-efficacy, and situated learning were analyzed to understand their impact on VR adoption. These insights contribute to a deeper understanding of VR’s role in design education and provide practical recommendations for optimizing VR tools to better align with students’ needs and the demands of design workflows.
AB - Virtual Reality (VR) technology has emerged as a powerful tool in design education, offering immersive environments and interactive features that enhance creativity and learning outcomes. Despite its potential, the integration of VR in design education remains underexplored, particularly in understanding students’ preferences and acceptance across different design phases. To address these problems, this study employs a mixed-methods approach, including workshop, semi-structured interviews and online surveys, to investigate design students’ usage patterns and acceptance of VR technology throughout the Double Diamond Design Process. Findings reveal that VR is highly effective in divergent design stages like problem discovery and ideation but faces challenges in convergent stages due to limited precision and functionality. In addition, key influencing factors such as presence, perceived interactivity, VR self-efficacy, and situated learning were analyzed to understand their impact on VR adoption. These insights contribute to a deeper understanding of VR’s role in design education and provide practical recommendations for optimizing VR tools to better align with students’ needs and the demands of design workflows.
KW - Double Diamond Model
KW - Technology Acceptance
KW - User Perceptions and Preferences
KW - Virtual Reality
UR - https://www.scopus.com/pages/publications/105007986551
U2 - 10.1007/978-3-031-93746-0_12
DO - 10.1007/978-3-031-93746-0_12
M3 - 会议稿件
AN - SCOPUS:105007986551
SN - 9783031937453
T3 - Lecture Notes in Computer Science
SP - 151
EP - 166
BT - Learning and Collaboration Technologies - 12th International Conference, LCT 2025, Held as Part of the 27th HCI International Conference, HCII 2025, Proceedings
A2 - Smith, Brian K.
A2 - Borge, Marcela
PB - Springer Science and Business Media Deutschland GmbH
Y2 - 22 June 2025 through 27 June 2025
ER -