This study aims to explore the impact of experiencing virtual reality (VR) and three-dimensional (3D) printing during the design process on the creativity of interior design students in a luminaire design project.
This study used the case-study approach within the context of a nine-week luminaire design project. Collected data included self-reported interest and engagement of students from a Qualtrics questionnaire and the ratings of their creativity via the Creative Product Semantic Scale (CPSS) with two judges.
Descriptive statistics from the Qualtrics questionnaire indicated an overall high level of student interest and engagement with the VR and 3D printing learning experience. Paired t-tests from CPSS ratings of the two judges showed a moderate increase in novelty and a significant increase in style with the introduction of VR and 3D printing technologies, respectively.
Spearman’s correlations (rho) showed no statistical evidence for the relationships between CPSS ratings for creativity and students’ self-reported interest and engagement in VR and 3D printing learning experience.
Ample access time to VR technology and sufficient control over the 3D printing process are important for effective applications of Industry 4.0 technologies in organizations.
This study dissected the confounding variables in its results as practical considerations for intergrading VR and 3D printing technologies for organizations in Industry 4.0.
This study acknowledged VR and 3D printing technologies as simulants for interest and engagement, which benefit creativity.
