Using immersive virtual reality to support designing skills in vocational education

Abstract Immersive virtual reality (IVR) offers possibilities of creating a learner‐centric environment that can provide more presence and engagement for students leading to an enhanced learning experience compared to conventional classroom practices. However, the potential of IVR in vocational education and training (VET) has not yet been explored in‐depth, and it is an open question of whether it can effectively support learner creation in a designing task. In this paper, we present an IVR application developed to support gardener apprentices in designing gardens. Using this application, we conducted an experimental study with gardener apprentices to investigate the effect of the IVR interface compared to paper sketching and learner behavior on the proportion, composition, and creativity of the design outcome. Additionally, we investigated how it can be combined with a paper sketching activity to improve its effectiveness. Our analysis shows that the IVR interface can be more effective for the proportion aspect, but this may be limited to students that are able to use it after working with paper. In terms of the combination order, the effectiveness of IVR on the design quality was improved when it was carried out after the paper sketching and this ordering produced a more effective outcome for the proportion and composition aspects. Finally, our results show that IVR design quality is related to learner behaviors such as the time spent on designing and the number of simulations used. This study demonstrates the effectiveness of IVR applications in supporting designing skills and how effectiveness can be improved by combining it with a conventional method of practice. Practitioner Notes What is already known about this topic The effectiveness of IVR has been reported in a variety of educational settings. IVR enhances learning through situated experience, multiple perspectives, and simulations that transfer to the real world. Most IVR applications for VET have focused on passive learning or basic procedural skills. What this paper adds Design and implementation of an IVR application in VET to support design‐related learning. The use of IVR may have a significant impact on the quality of design outcomes. The use of IVR after paper sketching may increase the quality of designs during IVR use. Implications for practice and/or policy IVR can enhance the design outcome in terms of the proportion aspect, but this may be limited to students that are able to use it after working with paper. The design quality can be affected by the combination order between IVR and paper sketching where the effectiveness of IVR can be improved when it is carried out after paper sketching. The behavior of learners while using IVR can be used as indicators of the design quality.