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Abstract

Students studying interior design can benefit from virtual reality (VR) technology, particularly when creating a digital three-dimensional (3D) model for their project. VR technology is now used in design education. VR enhances critical thinking, engagement, and spatial perception, according to several studies (Meggs et al., 2012; Akhmadi, 2024). Virtual reality aids students in comprehending spatial relationships, depth, and interior scale (Moussa and Kandil, 2024; Li and Xie, 2022). Particularly in terms of composition and proportion, design outcomes improve (Qin & Li, 2023). Learning becomes more immersive thanks to technology, which inspires students and enhances results (Som et al., 2021; Mahmarowi, 2022). From basic to advanced interior design courses, virtual reality (VR) technology has been successfully incorporated. VR offers substantial advantages for interior design education, even in spite of the need for technical assistance and training. This study looks at the actual difficulties of integrating virtual reality (VR) technology into interior design curricula, including the barriers that students encounter when trying to develop their visual communication and visualisation abilities. It also looks at how to use Sketchup and 3D sketch models in a virtual reality environment and application to enhance interior design students' learning and engagement. To answer the following research question, 30 students between the ages of 17 and 21 were studied: What are the main obstacles preventing VR technology from effectively fostering students' creativity and critical thinking in interior design education?

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