The Impact of Learning Management through Design Thinking and VR Technology to Enhance the Engineering Drawing Ability of the Second-Year Vocational Students

Abstract

The purposes of this study were to: 1) compare the engineering drawing ability of the second-year vocational students before and after learning through the traditional approach; 2) compare the engineering drawing ability of the second-year vocational students before and after learning through design thinking and VR technology; and 3) compare the engineering drawing ability of students who learned through the traditional approach with those who learned through design thinking and VR technology. The sample consisted of 72 second-year vocational students in China during the 2025 academic year. Two classes were selected by cluster random sampling. One class (36 students) served as the experimental group and learned through design thinking and VR technology, while the control group (36 students) learned through the traditional approach. The research instruments included the traditional approach learning management plans, the integrated design thinking and VR technology learning management plans, and an engineering drawing ability assessment. The data were analyzed using the mean, standard deviation, dependent-samples t-test, and independent-samples t-test. The results indicated that: 1) students’ engineering drawing ability after learning through the traditional approach was significantly higher than before learning at the .05 level of significance; 2) students’ engineering drawing ability after learning through design thinking and VR technology was significantly higher than before learning at the .05 level of significance; and 3) students who learned through design thinking and VR technology achieved significantly higher engineering drawing ability than those who learned through the traditional approach at the .05 level of significance.