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This study investigated the effects of teaching via virtual reality (VR) on creative design performance and creative experiential learning processes by using a pretest–post-test nonequivalent group design to sample 138 seventh graders from a junior high school in Taipei City. The main conclusions from this study are: (1) VR has significant positive effects on creative design processes, particularly in the  design and planning ,  testing and revision  and  thoughts and appreciation  stages. (2) VR has significant positive effects on creative design outcomes, with high- and low-level effects on  creative design  and  functional appropriateness , respectively. (3) The learning process for VR and creative experiential learning shifts from  concrete experiences  to  reflective observations, abstract conceptualization  and, finally,  innovative applications . Behaviors of  reflective observation  and  innovative application  are active and vital to the performance of creative processes and outcomes.

Effects of virtual reality on creative design performance and creative experiential learning