Usability and Learner Experience in Virtual Reality Supported Design Education

This study investigates perceived usability and learner satisfaction of a virtual reality (VR)-supported instructional process implemented in a four-week packaging design course with undergraduate graphic design students. Although VR technologies are increasingly adopted across design disciplines, empirical research on user experience, pedagogical alignment, and feature-specific usability in design education remains limited. To address this gap, a case study methodology was employed, involving eleven participants who engaged in theoretical and practical activities across three virtual environments: a virtual classroom, a 3D printing room, and a market simulation room. Data were collected through a baseline questionnaire, end-of-session questionnaires, a postintervention questionnaire, observations, and screen recordings. Descriptive statistics and thematic analysis were used to examine students’ experiences. The findings reveal that usability in VR learning environments is strongly shaped by the alignment between system features and design-specific tasks. Among the implemented functions, the presentation feature (M = 3.83/5.00) and 3D model visualizations (M = 3.72/5.00) received the highest perceived usability scores, providing realistic and meaningful learning experiences. The market simulation notably enhanced motivation, enabling students to identify design errors by examining their packaging products on virtual shelves. In contrast, text-based chat functions showed low usability, as participants overwhelmingly preferred voice communication. Overall, the study demonstrates that VR-supported design education offers high levels of learner satisfaction (overall mean = 8.4/10.0) when instructional activities are pedagogically aligned with immersive capabilities. The results highlight the importance of contextual authenticity, realistic visualization, and interaction design in improving learning experiences in VR environments.