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.