Virtual Reality and Creativity: Lessons Learned from a Luminaire Design Project

Abstract

Current research in design education showed that experiencing virtual reality (VR) in learning led to higher creativity in students. However, some studies showed only a partial impact of VR on student creativity. Using video data analysis (VDA), the authors examined a half-an-hour excerpt of the recorded VR learning experience from a previous study on interior design students (n=13). The authors sought an explanation for the partial impacts of VR on students’ creativity via observing and interpreting one participant’s (a) interaction with VR and (b) the context of the virtual environment. VDA analysis results indicated that the implemented VR technology was intuitive for a fundamental learner yet required time and practice to gain advanced skills. Exploration time was also necessary for students to fully demonstrate the novel, resolution, and style aspects of creativity in their works. The implication is that the partial impact of VR on creativity found in the previous study might be due to the constraints of time and expertise of students (i.e., learn and explore), not VR technology per se. Educators and institutions wishing to include VR in their curricula should allow students ample time and access to VR applications and headsets to practice and sharpen their expertise.