Our access to computer-generated worlds changes the way we feel, how we think, and how we solve problems. In this review, we explore the utility of different types of virtual reality, immersive or non-immersive, for providing controllable, safe environments that enable individual training, neurorehabilitation, or even replacement of lost functions. The neurobiological effects of virtual reality on neuronal plasticity have been shown to result in increased cortical gray matter volumes, higher concentration of electroencephalographic beta-waves, and enhanced cognitive performance. Clinical application of virtual reality is aided by innovative brain–computer interfaces, which allow direct tapping into the electric activity generated by different brain cortical areas for precise voluntary control of connected robotic devices. Virtual reality is also valuable to healthy individuals as a narrative medium for redesigning their individual stories in an integrative process of self-improvement and personal development. Future upgrades of virtual reality-based technologies promise to help humans transcend the limitations of their biological bodies and augment their capacity to mold physical reality to better meet the needs of a globalized world.

Makerspaces are gaining popularity in the educational activities of all age groups, from primary schools to higher education institutions, particularly in science, technology, engineering, and mathematics (STEM) disciplines. Due to makerspaces’ hands-on learning approach, it is generally believed that learning in makerspaces influences students’ creative and thinking skills. Experiments have been performed to explore this relationship; however, they are limited to a particular type of makerspace and address only some aspects of creativity. Therefore, using a systematic literature review (SLR) approach, we attempted to understand the relationship between makerspaces and creativity in the context of STEM education. The SLR offers a holistic view of makerspaces fostering four aspects of creativity from primary to higher education. This SLR used three primary categories of terms in its search string: (i) makerspace and associated terms, (ii) creativity and innovation, and (iii) variants of the term “STEM.” Using the Summon meta-database, we searched 103 digital databases (including Scopus, IEEE, and ASEE). The initial search considered peer-reviewed scholarly journal articles and conference proceedings focusing on STEM disciplines published from 2000 to August 2021. After following the PRISMA guidelines for reporting systematic reviews, 34 relevant papers remained eligible for inclusion. The selected papers were analyzed using thematic analysis. Various types of makerspaces show empirical evidence of fostering creativity. This review additionally identifies seven factors that foster creativity in a makerspace environment. These findings will be beneficial for applying makerspace tools and interventions to enhance creativity in the context of STEM disciplines.

This study explores virtual reality (VR) as an emerging tool integrated into brainstorming activities to enhance creativity, and systematically reviews existing studies to provide an advanced literature review on this subject. Moreover, we propose a framework for enhancing creativity in virtual brainstorming (VB) based on the 4Ps (person, process, product, and press) of creativity, which provides guidance on leveraging VB to enhance creativity. Furthermore, eight affordances of VB are identified to enhance creativity: anonymity, appraisal, avatars, immersion, multiple communication, recording, simulated objects, and tracing. The potential perspectives of VB to enhance creativity based on this study’s framework are also explored, which deserves further investigation.

Design education utilising digital fabrication is characterised by a dynamic project-based learning environment in which ideas are embodied in prototypes. This environment affects the way design and fabrication activities are taught, including sustainability considerations in the process and the outcomes. With the objectives of refining the sustainability indicators in the context of digital fabrication design education and identifying educational interventions for improving sustainability, we analyse the processes and outcomes of a digital fabrication course. We further develop a conceptual framework for sustainable prototyping based on the prototyping and testing stages in the design thinking model. The sustainability considerations in the prototyping process and outcomes in the design education context in FabLab are exemplified. The findings will help enhance sustainability and develop interventions in the context of design education.

Research from psychology has suggested that body movement may directly activate emotional experiences. Movement-based emotion regulation is the most readily available but often underutilized strategy for emotion regulation. This research aims to investigate the emotional effects of movement-based interaction and its sensory feedback mechanisms. To this end, we developed a smart clothing prototype, E-motionWear, which reacts to four movements (elbow flexion/extension, shoulder flexion/extension, open and closed arms, neck flexion/extension), fabric-based detection sensors, and three-movement feedback mechanisms (audio, visual and vibrotactile). An experiment was conducted using a combined qualitative and quantitative approach to collect participants’ objective and subjective emotional feelings. Results indicate that there was no interaction effect between movement and feedback mechanism on the final emotional results. Participants preferred vibrotactile and audio feedback rather than visual feedback when performing these four kinds of upper body movements. Shoulder flexion/extension and open-closed arm movements were more effective for improving positive emotion than elbow flexion/extension movements. Participants thought that the E-motionWear prototype were comfortable to wear and brought them new emotional experiences. From these results, a set of guidelines were derived that can help frame the design and use of smart clothing to support users’ emotional regulation.

The extent to which designers can understand users often determines the quality of design outcomes. A deep understanding of users allows the designers to focus on the right problem and make optimal design decisions, which encouraged designers to empathize with users. However, the current imagination-based empathizing strategy appears to be too susceptible to their previous experience and knowledge, which has been questioned concerning effectiveness and accuracy. On the other hand, Virtual Reality (VR) technology provides an opportunity for designers to gain experience-driven empathy by immersing them in a virtual environment that mimics the users' surroundings as if they are seeing the world from users' eyes. While abundant studies covered empathy VR and empathy for design, limited attention has been paid to the chance of bringing VR, empathy, and design research together. Addressing this gap, this study explored literature across domains, identified major concerns about this approach, synthesized the evidence, and discussed the feasibility and validity of the VR-based empathic design research approach.