Digitalizing Design Education: A Quantitative Research on Interior Architecture Students' Virtual Reality and Metaverse Experiences

In the 21st century, the integration of digital technologies into education has profoundly transformed teaching and learning processes, especially in visual and practice-based disciplines. In this context, virtual reality (VR) and metaverse technologies are adding a new dimension to the pedagogical structure of interior architecture education by offering students innovative opportunities in spatial perception, experiential learning, and creative production. This study aims to examine the effects of these digital technologies on interior architecture education based on the experiences and perceptions of students from the Department of Interior Architecture at Kırıkkale University. Within the scope of the research, a structured 24-item questionnaire was applied online to 156 interior architecture students using a descriptive survey model. The data collected were analyzed using SPSS software through descriptive and relational statistical methods; specifically, Chi-square tests were used to examine the relationships between students’ levels of knowledge, motivation, frequency of VR/metaverse use, and their perceptions of these technologies. The findings revealed a significant positive relationship between students’ level of digital literacy and their willingness to integrate VR and metaverse tools into their learning processes. Moreover, students with prior VR experience demonstrated higher levels of self-efficacy and more positive attitudes toward technology. Those with high motivation levels were found to take a more active role in VR-based projects and exhibited a greater tendency to engage in creative content production. These results suggest that technological tools in interior architecture education function not merely as supportive elements but as transformative learning platforms. In conclusion, the study indicates that digital technologies support students’ creative potential, enhance participation in the design process, and strengthen pedagogical interaction. Accordingly, it is recommended that interior architecture education programs be restructured to include innovative technologies such as VR and the metaverse, supported by digital studio practices, interactive learning environments, and self-regulated learning models. The research findings emphasize that digital transformation in education is not solely a shift in technical infrastructure but a deeper pedagogical paradigm shift, offering a strategic roadmap for the future of interior architecture education.