Development and evaluation of a desktop VR serious game for color composition learning in basic design education
5 affiliations
- 1School of Design and Art, Shandong Huayu University of Technology, Dezhou City, Shandong Province, China
- 2School of Design and Art, Jiangsu Ocean University, Lianyungang City, Jiangsu Province, China
- 3College of Fine Arts and Design, Quanzhou Normal University, Quanzhou City, Fujian Province, China
- 4College of Art and Design, Huainan Normal University, Huainan City, Anhui Province, China
- 5College of Landscape Architecture, Fujian Agriculture and Forestry University, Fuzhou, Fujian Province, China
Abstract
In recent years, immersive and interactive technologies have gained increasing attention in art and design education. Desktop virtual reality (VR) offers a low-cost and accessible alternative for classroom learning, yet its use in color composition education remains underexplored. This study aimed to develop and evaluate BD-VRG, a constructivist-based desktop VR serious game for color composition learning in basic design education. BD-VRG was developed using the ADDIE instructional design model and incorporated gamified interaction and real-time feedback within a low-cost desktop VR environment. A total of 42 first-year art and design students participated in the evaluation. Data were collected on learning performance, technology acceptance, usability, technical performance, post-exposure discomfort, and qualitative user feedback. A significant short-term improvement in post-test performance was observed (d = 0.82). All four Technology Acceptance Model dimensions were rated significantly above the neutral midpoint, and the System Usability Scale indicated good overall usability. The system also showed stable technical performance and low post-exposure discomfort. Qualitative feedback highlighted the value of real-time learning support and engaging practice, while also pointing to the need for clearer onboarding and navigation. Overall, the findings suggest that BD-VRG is a feasible and promising approach for supporting color composition learning in basic design education. These findings further indicate that low-cost, classroom-deployable desktop VR serious games may support meaningful perceptual and interactive learning for abstract design concepts, thereby offering an accessible and pedagogically valuable approach to art and design education.
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BibTeX
@article{sun2026development,
title = {{Development and evaluation of a desktop VR serious game for color composition learning in basic design education}},
author = {Jingru Sun and Jingru Zhang and Weichang Chen and Jingjing Fan and Fang Hao and Huasheng Lai},
journal = {PLOS One},
year = {2026},
month = sep,
doi = {10.1371/journal.pone.0359618},
url = {https://doi.org/10.1371/journal.pone.0359618},
note = {CC BY 4.0},
}
RIS
TY - JOUR
TI - Development and evaluation of a desktop VR serious game for color composition learning in basic design education
AU - Jingru Sun
AU - Jingru Zhang
AU - Weichang Chen
AU - Jingjing Fan
AU - Fang Hao
AU - Huasheng Lai
PY - 2026
DA - 2026/09/30
JO - PLOS One
DO - 10.1371/journal.pone.0359618
UR - https://doi.org/10.1371/journal.pone.0359618
AB - In recent years, immersive and interactive technologies have gained increasing attention in art and design education. Desktop virtual reality (VR) offers a low-cost and accessible alternative for classroom learning, yet its use in color composition education remains underexplored. This study aimed to develop and evaluate BD-VRG, a constructivist-based desktop VR serious game for color composition learning in basic design education. BD-VRG was developed using the ADDIE instructional design model and incorporated gamified interaction and real-time feedback within a low-cost desktop VR environment. A total of 42 first-year art and design students participated in the evaluation. Data were collected on learning performance, technology acceptance, usability, technical performance, post-exposure discomfort, and qualitative user feedback. A significant short-term improvement in post-test performance was observed (d = 0.82). All four Technology Acceptance Model dimensions were rated significantly above the neutral midpoint, and the System Usability Scale indicated good overall usability. The system also showed stable technical performance and low post-exposure discomfort. Qualitative feedback highlighted the value of real-time learning support and engaging practice, while also pointing to the need for clearer onboarding and navigation. Overall, the findings suggest that BD-VRG is a feasible and promising approach for supporting color composition learning in basic design education. These findings further indicate that low-cost, classroom-deployable desktop VR serious games may support meaningful perceptual and interactive learning for abstract design concepts, thereby offering an accessible and pedagogically valuable approach to art and design education.
SN - 1932-6203
ER -