General Information
This interdisciplinary research project, undertaken by Mr. Stelios Stefanos Drousiotis and Ms. Dora Anastasiou from the Interior Design Programme, in collaboration with Mr. Angelos Evangelou, Mr. Giorgos Nicou and Dr. Pavlos Evangelides from the Computer Science with Game Development Programme, and Dr. Leandros Savvides from the Business and Management Programme at Alexander College, investigates the pedagogical potential of Virtual Reality (VR) as an emerging experiential learning medium in Interior Design education. Reflecting broader shifts toward digital transformation and embodied learning, the study explores how immersive technologies can extend traditional studio practice, respond to contemporary expectations for digital literacy, and support sustainability-oriented and future-focused design competencies.
Through a series of exploratory VR workshops using Twinmotion and Oculus Quest 3 headsets, Interior Design students engaged with spatial proposals at full scale, interacting with light, proportion, circulation and materiality in real time. By shifting from two-dimensional representation to embodied simulation, the study examines how VR influences spatial cognition, creative decision-making and reflective design processes. These workshops provided the foundation for structured data collection through pre- and post-experience questionnaires across the wider institution, complemented by focus groups with Interior Design students to capture discipline-specific insights into studio learning.
The overarching aim of the project is to evaluate the educational value and feasibility of integrating Virtual Reality within Interior Design teaching at Alexander College. More specifically, the study seeks to:
- Assess how VR may enhance spatial awareness, creativity and sustainability understanding in Interior Design education.
- Identify the pedagogical benefits, limitations and challenges that emerge when VR is used within structured studio or workshop settings.
- Examine opportunities for embedding VR into the curriculum to support student-centred, experiential and reflective learning.
The research further interrogates how VR transforms the design studio from a static representational environment into an interactive laboratory for experiential inquiry, collaborative critique and embodied design reflection. By situating immersive media within a pedagogically grounded and institutionally realistic framework, the project explores how VR can foster deeper learning, empathy and environmental awareness among future designers.
Currently under active development, this study will culminate in a peer-reviewed publication that examines immersive learning, spatial cognition and digital pedagogy in design education. The project aligns with Alexander College’s strategic commitment to innovation, sustainability and interdisciplinary collaboration by contributing empirical evidence to guide future curriculum development and digital learning policy. Through this work, the study strengthens the institution’s capacity for applied educational research and supports the long-term evolution of Interior Design education towards more immersive, reflective and future-oriented methodologies.
Project Team Members
- Stelios Stefanos Drousiotis, ORCID: 0009-0009-8073-3485
- Dora Anastasiou, ORCID: 0009-0003-9696-9704
- Evangelos Evangelou, ORCID: 0009-0001-5724-6330
- Giorgos Nicou, ORCID: 0009-0003-3476-8712
- Pavlos Evangelides, PhD ORCID: 0000-0002-1845-1868
- Leandros Savvides, PhD ORCID: 0000-0002-4155-1453
MDPI Special Issue Note
This project is being prepared for submission to the Sustainability (ISSN 2071-1050, IF 3.3) Special Issue “Innovations in Teaching Education for Sustainable Development at University and School Levels.” This Special Issue, edited by Prof. Dr. María Cristina Cardona-Moltó, Dr. Cristina Miralles-Cardona and Prof. Dr. José María Esteve-Faubel, focuses on innovative pedagogical approaches that support sustainability literacy and transformative teaching practices in higher education. Given the project’s emphasis on immersive learning, spatial cognition and the integration of emerging technologies in design education, it aligns closely with the Special Issue’s thematic scope.
Further details can be found on the Special Issue webpage: https://www.mdpi.com/journal/sustainability/special_issues/3E7F76OI8D
The manuscript will be developed and submitted ahead of the 1 July 2026The manuscript will be developed and submitted ahead of the 1 July 2026 deadline.