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Abstract

Virtual reality (VR) is increasingly integrated into creative education for immersive, interactive learning. While prior research confirms VR’s potential to enhance learning outcomes, its support for creativity remains underexplored. This study examines whether exploration mediates the relationship between VR use and creative performance within a project-based learning framework. A quasi-experimental study was conducted with 80 second-year visual art students, who were allocated by intact sections to either a VR–PBL group or a traditional PBL group. Over four weeks, students completed an illustration-based design project. Creative performance was rated by experts, and exploratory behavior was measured using the Experiential Learning Survey, which captures real-world problem orientation, active participation, iterative experimentation, and reflective refinement. Results showed that the VR group demonstrated significantly higher exploration than the control group; exploration was positively associated with creativity, and it partially mediated the effect of VR on creativity. These findings suggest that VR enhances creativity less by novelty than by fostering sustained exploratory learning. The study extends constructivist accounts and informs VR-based learning designs that support inquiry, iteration, and creativity in design education.

First Page

69

Last Page

89

Ethics Approval

Yes

Declaration Statement

The authors declare no conflicts of interest. Informed consent was obtained from all participants in this study.

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