A VR–SEM Framework for Pre-Occupancy Evaluation of Classroom Spatial Experience

Architectural design decisions in educational buildings often rely on spatial parameters such as ceiling height and window layout, yet systematic methods for evaluating their influence on user experience during early design stages remain limited. This study investigates how spatial height, window position, and window-to-wall ratio affect students’ classroom usage intention (UI) through the mediating role of psychological experience. An evidence-based pre-occupancy evaluation approach was developed by integrating immersive virtual reality (VR) experiments with structural equation modeling (SEM). The study employed 61 university students for evaluating parametrically controlled virtual classrooms to examine perceived affective and cognitive experience (ACE), including emotional comfort, attentional focus, and spatial attractiveness, as well as classroom usage intention (UI). Using the data collected through VR experiment and followed by a questionnaire survey, using a stimulus–organism–response framework, the study modeled transmission pathways from spatial stimuli to behavioral outcomes. The results indicate that ACE is the strongest and most direct predictor of UI, highlighting psychological experience as the key pathway translating environmental exposure into behavioral preference. The relationship between perceived architectural attributes and psychological responses was context-dependent, suggesting a potential divergence between analytical spatial judgment and holistic emotional experience under explicit evaluation tasks. VR experience quality significantly influenced ACE but did not directly affect UI. The findings suggest the value of integrating VR and SEM as a pre-design evaluation tool and emphasize prioritizing experiential coherence as a measurable criterion for early-stage decision-making, rather than establishing direct causal links to long-term experiential responses.