Introduction: This study investigated the effectiveness of virtual reality (VR) technology in enhancing spatial ability among interior design students. Methods: A mixed-methods approach was employed, involving a quasi-experimental design with pre- and post-tests. Sixty-two second-year interior design students were divided into an experimental group (n=28), which received VR-based instruction, and a control group (n=34), which underwent traditional teaching. The intervention utilized a head-mounted display (HMD) VR system in a dedicated immersive classroom. Standardized instruments, including the Spatial Reasoning Instrument (SRI) and the Architecture and Interior Design Spatial Ability Test (AISAT), were used to measure spatial ability. Semi-structured interviews provided qualitative insights. Results: The experimental group showed significant improvements in mental rotation (F=16.07, p<0.001，η²=0.25) and spatial visualization (F=20.83, p<0.001，η²=0.16), as well as overall spatial ability (F=23.56, p<0.001，η²=0.12). No significant change was observed in spatial orientation. Qualitative data indicated that students found VR immersive, intuitive, and beneficial for understanding spatial relationships. Conclusions: The study demonstrated that VR-based instruction significantly enhances specific spatial abilities in interior design education. However, spatial orientation requires further targeted intervention. These findings support the integration of VR into design curricula, guided by experiential and cognitive learning theories.
Wang et al. (Fri,) studied this question.