Using Virtual Reality Tools in Design and Technical Graphics Curricula: An Experience in Learning

This paper presents findings from a project for introducing virtual reality (VR) technology into design and technical graphics curricula. In particular, findings are presented that show how the implementation of VR technology affected and changed pedagogical practices between instructors and students in classrooms at three educational institutions. Classroom observations were obtained from a team of curriculum and instruction professors and graduate students, who provided feedback concerning use of VR technology in the classrooms. Student surveys, both before and after using VR tools, and focus group interviews, were also conducted. Quantitative and qualitative evaluation data was analyzed and used to plan for future use of VR technology. Implementation findings provide insights into how to use VR technology in design and technical graphics education, which can help instructors to effectively introduce the new VR tools in their classrooms