Immersive Sketch: Impact on Design Education of Digital Native Students

Abstract

This article aims to present and critically analyze the main findings of a research project that examines the impact of virtual reality (vr) tools —specifically, Gravity Sketch software and MetaQuest headsets— on product design education, with particular focus on reducing analog sketching inhibition among digital-native students. An experiment was conducted in which a group of students used these technologies to develop formal design proposals, in order to explore both the potential of the tools and student performance during the initial stages of ideation and formal development. A mixed-methods approach was employed, combining a literature review, analysis of the ArtCenter College of Design case, and semi-structured interviews with all Industrial Design students from the Universidad del Bío-Bío who participated in the immersive sketching experiment. The results indicate that virtual environments foster experimentation, accelerate iteration processes, and reduce the anxiety commonly associated with traditional sketching by incorporating error as an integral part of the learning process. However, limitations were identified in terms of technical precision and ergonomics, suggesting potential risks for the development of manual skills. Based on these findings, a model is proposed that integrates both traditional and digital methods.