Exploring technology–culture synergy in living heritage education: A grounded theory approach using virtual reality

Abstract

This paper explores how virtual reality (VR) can be used to improve Intangible Cultural Heritage (ICH) education as a part of Visual Communication Design (VCD). It relies on qualitative research to form the grounded theory of VR-Driven ICH Living Heritage and Learning by using semi-structured interviews with 14 people, such as VR developers, ICH practitioners, VCD educators, and students. Results indicate the transformational effects of VR on VCD education through three mechanisms: (1) technology-enhanced features of embodied learning (high-precision modeling, real-time feedback) facilitate access to ICH skills by overcoming constraints inherent to classrooms, yet technical issues such as motion sickness pose a problem; (2) authentic contextual experiences provided by immersive VR scenes and storytelling enhance cultural identity and internalization of ICH knowledge; and (3) interdisciplinary innovation VR provides a pathway between design practice and cultural transmission, changing ICH. The paper presents the Technology-Culture Synergy Framework, which highlights that the integration of technology in VCD should not be done at the expense of cultural authenticity but should exploit design competencies to fill gaps in expressiveness in traditional ICH education. The research provides a new theoretical basis for reconsidering the VCD curricula of the digital era and promotes a tradeoff between cultural conservation and design innovation.