In our submission we want to present a research project about the usage of Virtual Reality (VR) in higher education. For this cause we developed two VR-Application ‘VRoom’ and ‘Photo Studio’ that is now actively used in design courses for over two years. In this context we research the effects on student’s learning outcomes, advantages and limitations of the technology, regarding hardware and concepts around VR in education itself. The complete time frame, including the research, concept and evaluation phases runs for about three years.

Our starting point was in Interior Design studies, where we focused on the effects of color and patterns on the perception of different rooms’ shape and emotional impact. To ensure the software is optimally tailored towards our target group, we followed User Centered Design principles. In close exchange with lecturers and assistants we analyzed the needs of a potential supportive tool before having the first tests with students. That way we could use regular qualitative evaluation to restructure, improve and refine our application. Once the defined goals of the corresponding application were deemed complete and the qualitative feedback and continuous usage in interior design was established, we started developing the second application targeting students in fine art. This focuses on the learning of dynamic lighting in a virtual photographic studio which is currently used and evaluated in workshop sessions primarily with students in communication design.

Even though VR is usually a solo experience, we found that forming small student groups and having them work together by streaming the VR view to external screens had a positive effect on students mentality towards the tasks and the results of their work. Together with the defined time spending on tasks this proved advantageous concerning the overall strain the devices still have on their users.

Once basic usability was established, we started gathering data through qualitative observations and informal interviews, as well as quantitative questionnaires. We focused on the comparison between classical conceptual techniques like sketching on paper or in a digital painting software (which is the typical workflow) and executing the same tasks in VRoom. From the results of the questionnaires and observations in class we learned about the behavior students revealed using the medium, as well as its efficiency and motivational benefits. While being a hurdle initially, partially due to the students lack of experience with VR but also simply from using an unfamiliar piece of software, the potential of the technology and its unique visual and immersive qualities clearly show. However changes in the didactic approach and adjusting the given tasks for the new medium were necessary as well.

Currently we are finalizing the integration of our VR learning environment (VRLE) Photo Studio in the design course of communication design. Future steps are to use our educational VR tools to improve co-operations inside the VR environment across cultures in real-time with partner universities.

A demo of VRoom was presented at the ‘Mensch und Computer’ 2023 in Rapperswil, Swizz, and in an early stage at the ‘University: Future Festival’ 2023, Berlin in a five minute lightning talk. We are open to all formats of ICERI and can present the different educational aspects of the VRLEs accordingly.

Keywords: Virtual Reality Learning Environment, User-centered-design, Fine Art, education.