Teaching Reform of Cultural and Creative Product Design Based on Virtual Reality (VR) Technology

Introduction

With the strategic transformation and upgrading from 'Made in China' to 'Smart Manufacturing in China' the Chinese State advocates promoting industrial development with cultural creativity. In order to cultivate talents needed for the development of cultural and creative industries, art colleges and universities have opened cultural and creative product design courses in many art-related majors. At present, as a professional core course, the teaching effect and training effect of cultural and creative product design courses course are not ideal, which affects the improvement of students' professional and technical level to a certain extent and is not conducive to the construction of a professional curriculum system. First of all, the traditional curriculum model of cultural creative product design mainly starts with basic knowledge, mainly taught by teachers and interspersed with some design practice links. Under this traditional teaching process, students cannot deeply understand course essence, and their enthusiasm for learning is not high. Second, as a pilot course, such as shape design, product semantics and other courses have insufficient relevance with cultural and creative product design courses. Students lack consistency in their knowledge cognition and cannot integrate several courses in the actual operation process, which seriously affects the teaching effect of the course. Third, the cultural creative product design curriculum follows the traditional teaching evaluation method of art designHowever, this type of evaluation is single-minded and dominated by teacher evaluation.

Virtual Reality (VR), abbreviated as VR in English, is an emerging information simulation technology in recent years. It realizes a high degree of simulation of the real world through computers and brings people a three-dimensional sensory experience from the perspectives of vision, hearing, smell, touch, etc. and then enables people to obtain an immersive dynamic perception experience (Akdere et al., 2021). The first advantage is interactivity. Interactivity means that people use virtual reality technology to conduct in-depth “communication” with design products, thereby promoting the breakthrough and development of product design teaching. In the teaching process of product design, teachers use virtual reality technology to allow students to touch and apply the products they design, and they can apply these products to different environments. At the same time, students can also obtain operational feedback in the virtual reality world, enhance the interaction between the design and the environment, and continuously adjust the orientation and environment of the product according to their own thinking changes; and finally, they can obtain a perfect interactive experience (Bogicevic et al., 2021).

The second is immersion. Immersion refers to the environment created by virtual reality technology, which has an absolute sense of reality (Cheng et al., 2022). Through the application of virtual reality technology, people will be immersed in the virtual environment as the masters of the virtual world and can get a real sensory experience. At the same time, people can also create various environments according to their own imagination and can feel every detail in the environment created by themselves. This is very beneficial for students to accurately grasp the relevant knowledge of product design (Dutton, 2021).