The Research on using Virtual Reality Technology to Improve the grades of Environmental Design Students
Abstract
Background and Aim: This study takes the application of virtual reality technology in the teaching of environmental design as the object of research and is expected to achieve the following research objective: This study aims to evaluate the impact of virtual reality technology on students' creativity, logic, expression, and grades in environmental design course.
Materials and Methods: This paper investigates the application of virtual reality technology in environmental design teaching using literature methods, experimental methods, and mathematical statistics. This study used a control group for comparison. Two groups of 37 third-year environmental design students at Sichuan University of Media and Communications in China were assigned to either an experimental group utilizing virtual reality technology or a control group employing traditional teaching methods. After 8 weeks of experimental study, we completed the experimental procedure. The experimental data was also analyzed and interpreted in depth using Jamovi 2.4.8. The collected information was mainly analyzed using descriptive statistics and t-tests. The following conclusions were drawn through the statistics and analysis of the experimental results.
Results: Creativity, logic, expression, and performance were selected as experimental indicators to test the ability of environmental design students. Significant differences were confirmed through paired and independent sample t-tests. 1. In the comparison between the pre-test of the experimental group and the post-test using VR, the paired t-test results showed a significant difference between the student's creativity, logic, expression, and achievement in the pre-test and post-test (p<0.001). 2. In the comparison between the experimental and control groups, the independent t-test showed a significant difference between the two groups of students in terms of creativity, logic, expression, and achievement after 8 weeks of instruction (p<0.001). Students in the experimental group showed a 19.6% higher improvement in creativity scores than those in the control group, an 18.4% higher improvement in logic scores, and a 23% higher improvement in expression scores.
Conclusion: These results suggest that integrated VR technology in environmental design education can significantly enhance learning outcomes. 1. The creativity, logic, expressiveness, and grades of students in the experimental group improved after using VR when compared to the pre-test and post-test. 2. The experimental group compared to the control group showed more significant improvement in creativity, logic, expressiveness, and grades of the students in the experimental group compared to the control group.
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