## 6 Discussion
This difference is likely due to the fact that the architectural form we proposed to sketch was easier to sketch than the sleep capsule used by [PERSON] and [PERSON]. They reported that the benefits of understanding true spatial scale through VR drawing received an average score of 4.6, which is comparable to our finding for Q2_1, with an average of 4.35. Additionally, the usability of VR sketching in the early stages of design was rated at 4.2 points by them, which is similar to the mean of Q1_3 and Q1_6 (4.18) in our study. Finally, they reported an average score of 3.5 for the practicality of obtaining models through IVR sketching, which is close to our average for Q1_5 (3.85). Some of our findings are aligned with the work of [PERSON] et al. [36], who found that IVR fosters exploratory design experiences that enhance student learning and creativity. They also resonate with the findings of [PERSON] and [PERSON] [22], who emphasize the integration of creativity in design education through interactive tools--a notion supported by the high satisfaction and ease-of-use ratings observed in this study. While [PERSON] et al. [38] note that traditional drawing may be more accessible for beginners, requiring specific visuospatial skills for VR drawing. Nevertheless, the results in our study suggest that students perceived the VR drawing tools as easy to use, in our opinion, with an accessible learning curve, even users with minimal prior experience. This may indicate that the tools used in this study (Figmin XR, Gravity Sketch, and Graffiti 3D) are particularly intuitive or that the brief training provided was effective. Moreover, the study by [PERSON] et al. [40] found that VR sketching improved spatial perception and transformed thinking styles, which is consistent with the positive evaluation of IVR's capacity to enhance real-time visualization and redesign. Studies such as [PERSON] et al. [44] have shown that architectural interior forms can impact the affective states of inhabitants, and that virtual reality tours may be used to study the emotional responses elicited by architectural spaces. This work further underscores that IVR can overcome the challenges that students and professionals often face when representing ideas using traditional 2D or 3D tools. The research and practical experience detailed herein not only confirm these observations but also demonstrate that even participants with minimal prior experience can quickly adapt to VR/AR environments and benefit from them, reinforcing the growing body of evidence advocating for the integration of immersive technologies in educational and professional settings. Among the notable strengths of this study is its comprehensive methodology, which combines theoretical training, immersive VR/AR application, CAD modeling, and virtual tours to capture both quantitative and qualitative feedback. The use of specifically designed ad hoc surveys allowed for the collection of opinions on both the VR/AR drawing tools and the sensations elicited by the designed spaces. The involvement of mechanical engineering students with a defined profile adds specificity to the findings within the context of engineering education. Moreover, the inclusion of 3D drawing tools in virtual environments offered an innovative approach to teaching, effectively measuring students' perceptions of their designs. This multi-phase approach has allowed a detailed analysis of user interaction and the efficiency of the proposed design process. However, certain limitations of this work must be acknowledged. The study sample is relatively small (although sufficient for the type of study/experiment carried out) and drawn from a specific course, which may not fully represent the broader population of engineering students, professionals from various engineering fields, architects, or design professionals.