In recent years, with the rapid development of information technology, the visualization and interaction of virtual reality technology has developed, making the application of VR technology in education more and more attractive to scholars. This paper adopts the literature analysis method, focusing on the application of VR technology in the field of higher education, selects 80 empirical studies in the Web of Science literature database, conducts in-depth reading and analysis of the papers, and summarizes the experience of applying VR technology in the field of higher education. In order to deepen the application of VR in higher education. The research results show that the research objects of VR application in higher education are mainly undergraduates, the main majors of application are science, engineering and medical related majors, and the application of humanities and social sciences is relatively rare. At present, the devices used for VR in higher education are mainly computers and headsets, which are not portable enough. In addition, students lack guidance and training in the use of VR equipment before class. Compared with traditional education, most of the studies show that the application of VR to higher education and teaching has positive effects, mainly by affecting students' behaviors to affect students' learning results. The researchers mainly use traditional evaluation methods to evaluate teaching effects, use questionnaires and tests to collect data, and use data analysis methods mainly difference analysis and descriptive analysis. Based on the research results, the researchers put forward some suggestions at the end of the paper.

For design education, although different international design organizations have developed design thinking models (DTM), these DTMs mainly focus on improving innovation but ignore the actual demands of users. This paper proposes a consumer-oriented DTM to implement innovation and evaluation based on accurately grasping users' demands. The consumer-oriented DTM consists of three phases, namely preparation, creation and evaluation. In the preparation phase, the evaluation grid method is used to obtain a three-layer demand chart from skilled users; this chart is then used to design questionnaires to get charm factors. In the creation phase, the concrete charm factors are taken as the design objectives to guide the innovative design. Several methods are integrated, including the objectives tree method, function analysis method, and finite structure method, to obtain a group of alternatives. In the evaluation phase, the original evaluation items are taken as the evaluation criteria, and then the best solution is selected. The highchair is considered a design case to elaborate on how students use the consumer-oriented DTM to carry out design practice. The final results verify that the new DTM applies to classroom teaching, which improves the commercialization of design concepts and cultivates students' ability to communicate with others.

Assistive technologies (ATs) are essential for promoting social equity, particularly as the global population ages. This study addresses the persistent issue of high abandonment rates in mobility aids, specifically smart walkers (SWs), by developing a systematic design thinking methodology called Mobility Aid Design for the Elderly (MADE). The MADE approach integrates the Stanford Design Thinking Model (SDTM) with specific design methods tailored for SWs. It includes stages of empathy, define, ideate, prototype, and test, each providing actionable steps to ensure user-centered design. The methodology was applied in a case study involving 20 participants from urban settings, including elderly users and designers, using a combination of random, snowball, and purposive sampling. Interviews utilized the Evaluation Grid Method (EGM) and were analyzed using Quantification Theory Type I (QTT1) and TRIZ. The study found significant cognitive differences in preferences between elderly users and designers, particularly in esthetics and digital features. These findings were used to generate innovative design guidelines to reduce these cognitive gaps and improve user acceptance of SWs. The paper discusses the need for continuous innovation in assistive technology design to enhance social inclusion and reduce inequality. The study’s limitations, such as the use of images instead of physical products, and its urban focus, are acknowledged, suggesting areas for future research.

With the spread of compulsory education emerged continuous school management problems, and the quality of school management in compulsory education has attracted a great deal of attention in China. However, the application of information technology in the field is not yet detailed and wide, resulting in problems concerning heavy workloads and high difficulty in the whole evaluation process. As such, we have utilized big data technologies, including Apache Spark, Apache Hive, and SPSS, to effectively carry out data cleaning, correlation analysis, dynamic factor analysis, principal component analysis, and visual display on a sample of 1760 data points from 40 primary and secondary schools located in the Q Province of China. This has enabled us to construct a model for evaluating school management quality in the compulsory education stage, reducing the previous 22 management tasks required for evaluation down to just 5. Such streamlining has greatly reduced the workload and difficulty previously associated with evaluation, providing a more efficient and effective solution for assessing quality management in schools. It has improved the efficiency and accuracy of evaluation and further promoted the simultaneous development of education and education equity in the compulsory education stage.

The drive to tackle teachers' support needs in the classroom has led to a great increase in the demand for teaching assistant who can work in a variety of assignments, especially when it is difficult to do only by the teacher himself/herself. This study developed a humanoid robot as a teaching assistant to provide teachers with the necessary support, and applied the robot teaching assistant to support teacher to particularly explain and demonstrate two icebreaker games. To examine the impact of the robot teaching assistant on learning, we carried out a series of experiments in which students were organized to learn the rules of games in two conditions: with or without robot teaching assistant. A questionnaire survey was designed to confirm whether the use of robot teaching assistant enhanced the students understanding. The comparison of the scores obtained from the questionnaires for two conditions indicates that the instruction supported by a robot teaching assistant is more effective to promote students' understanding and help students create more positive perceptions towards the learning activities in the class.