Assessing the Influence of Virtual Reality on Industrial Design Student’s Performance with Varying Levels of Spatial Ability

The rapid advancement of technology has introduced virtual reality (VR) as a transformative educational tool, particularly in fields like industrial design that demand high levels of spatial cognition and visualization. However, disparities in spatial ability among students present significant challenges to achieving equitable learning outcomes. This study aims to assess the influence of VR on industrial design students’ performance, with a specific focus on how varying levels of spatial ability moderate this relationship. By investigating whether VR enhances the spatial reasoning skills of students with low spatial ability and comparing the performance of students with high and low spatial ability in VR environments, the study seeks to explore VR’s potential as an equalizing tool in design education. A quasi-experimental design was employed, with 100 industrial design students in Malaysia participating in pre- and post-tests to assess their spatial reasoning and design performance. Students were divided into high and low spatial ability groups based on standardized test results. Following an immersive VR design task intervention, both quantitative data (paired t-tests and ANOVA) and qualitative feedback from surveys and interviews were analyzed to assess performance changes and students’ perceptions of VR.