| dc.description.abstract | This pilot study as a part of a larger
research, seeks alternatives for traditional spatial
ability development exercises of interior design
learners to cater the increasing staff student ratios.
The impact of different instructional modalities on
visuospatial working memory (VSWM) of interior
design learners is investigated utilizing a quasi
experimental design with three groups: Physical
Reality
Instructional
Modality (PRIM), Non
Immersive Virtual Reality Instructional Modality
(NVRIM), and Immersive Virtual Reality Instructional
Modality (IVRIM). The participants undergo pre- and
post-tests to assess their VSWM, with a spatial ability
training intervention conducted between the tests.
Results show that while PRIM led to a decrease in
average VSWM scores, both NVRIM and IVRIM
improved VSWM performance post-intervention. The
impact of NVRIM on VSWM was found to be greater
than that of IVRIM and PRIM. Furthermore, all three
instructional modalities improved the speed of VSWM
functions. Results concludes that virtual reality
instructional modalities have the potential to enhance
VSWM in interior design learners more effectively
than traditional physical reality modalities. However,
the study acknowledges the need for further research
with larger sample sizes to validate these findings and
suggests potential applications of the results in design
education. | en_US |
