Proposal for VR Course Inclusion
While the interior design business is always evolving as a result of technology advances, it is essential for designers to be abreast of new tools and techniques. Integration of virtual reality (VR) into the design process is one of the most fascinating innovations of recent times. With virtual reality, design experts are now able to test ideas in a virtual environment prior to production (VR) (Wolfartsberger,2019).
While this technology has the potential to fundamentally alter how interior design is practiced, it is vital that students in the field are equipped with the skills and knowledge necessary to employ it effectively.
This is why I am advocating for the British Columbia Institute of Technology’s Interior Design degree to include a virtual reality component (BCIT). Although the BCIT program provides students with a solid grounding in design concepts and software skills, it does not yet include virtual reality education. As virtual reality becomes an increasingly important tool in the industry, there is a significant void in the curriculum. By adding a virtual reality course, the Interior Design program at BCIT can provide its students a competitive edge on the job market and ensure that they are equipped for the industry’s future.
In this post, I will provide data to back my arguments, explore the benefits of delivering a virtual reality course, and suggest how BCIT may implement such a course. In addition, I will present a strategy for resolving any potential concerns or problems that may arise.
I want to persuade Dr. Shannon Kelly, dean of BCIT’s School of Construction and the Environment, to support the introduction of a virtual reality course in the Interior Design program by the end of this piece. Together, we can ensure that BCIT’s Interior Design graduates are equipped to meet market needs and preserve their position as industry leaders in design education.
Why there is a need for change
Since the Interior Design degree program at BCIT does not incorporate virtual reality education, there is a significant void in the curriculum. Developing immersive experiences for consumers and testing concepts in a virtual environment prior to production are made feasible by virtual reality, a tool that is gaining increasing importance in the business world. By not providing virtual reality training, the Interior Design program at BCIT is not preparing its students for the future of the industry, and graduates may encounter difficulties when applying for jobs that need virtual reality skills.
According to a survey performed by the American Society of Interior Designers, thirty percent of designers use virtual reality in their work, and this number is expected to increase in the coming years (Kamińska et.al, 2019). The relevance of virtual reality in the design process has also been explored by industry experts. Virtual reality, according to Katia Vega, a design professor at the University of California, Davis, “gives designers the ability to see, feel, and interact with their designs in a way that was never before possible.” Some successful ventures have utilized virtual reality in the design process, such as the furniture business Wayfair’s VR showroom.
Adding a virtual reality component to the Interior Design curriculum at BCIT would yield several benefits. It would provide graduates a competitive advantage in the labor market by equipping them with information and skills that are becoming increasingly important in the industry. Additionally, it would give students with a more comprehensive education, allowing them to explore fresh design possibilities and develop competence in cutting-edge technology. Lastly, it would emphasize BCIT’s commitment to cutting-edge technology and enhance the industry relevance of the curriculum.
The virtual reality course may be taught either by educators with experience in the subject or those who are educated about virtual reality technology. Build virtual settings, design for virtual reality, and apply virtual reality in client presentations are some of the topics that may be covered in this course. Virtual reality (VR) headsets and specialist software may be available at a particular computer lab. The price of the necessary tools and software as well as the lack of competent instructors are possible challenges, but they may be solved by partnerships with corporate sector sponsors or the employment of qualified instructors on a part-time basis.
In conclusion, adding a virtual reality course to BCIT’s Interior Design program will be beneficial for both students and the business. Due to the increasing need for distinctive and immersive experiences, virtual reality has become an indispensable tool in the interior design business. By including a virtual reality course into the curriculum, BCIT can ensure that its students are on the cutting edge of technology and able to use it to create innovative ideas. In addition, the implementation of a virtual reality course will expose students to the sector through actual experience.
Students will learn how to create virtual models of structures, experiment with different layouts, colors, and textures, and present their designs to customers in an interesting manner. As a result of this knowledge, students will be far more ready to generate designs that meet or exceed their clients’ expectations when they enter the workforce.
The implementation of a virtual reality course would further reinforce BCIT’s standing as an educational pioneer in the field of design. The program would be a distinctive and cutting-edge educational facility that prepares students for the future of the industry. This would improve enrolment in the school, raise the quality of the applicant pool, and ultimately contribute to the growth of the interior design industry.
Ultimately, I urge Dr. Shannon Kelly to incorporate a virtual reality course within the BCIT Interior Design program. Students, the business, and the program’s reputation as an innovator in design education would all benefit from this action. By keeping ahead of the most latest technical and commercial trends, BCIT can assure that its interior design students has the skills and knowledge necessary for success in the sector.
Kamińska, D., Sapiński, T., Wiak, S., Tikk, T., Haamer, R. E., Avots, E., … & Anbarjafari, G. (2019). Virtual reality and its applications in education: Survey. Information, 10(10), 318.
Wolfartsberger, J. (2019). Analyzing the potential of Virtual Reality for engineering design review. Automation in Construction, 104, 27-37.
Read Also: Crafting effective pitches and proposals