Revitalizing Cultural Spaces in Historic Districts based on Immersive Design

Authors

  • Yuning Li

DOI:

https://doi.org/10.54097/rakys133

Keywords:

Immersive Design, Historical Blocks, Cultural Space Reimagining, Spatial Narrative, Experiential Design, Living Heritage

Abstract

As carriers of urban cultural memory, the preservation and revitalization of historical districts has always faced a conflict between the need for authenticity and the need for modern experiences. Some district renovations have suffered from superficial cultural practices, functional homogeneity, and fragmented experiences, making it difficult to achieve a synergistic balance between cultural value and practical value. Taking immersive design as a core perspective, this paper explores approaches to revitalizing cultural spaces in historical districts through literature review, case studies, and field research, drawing on real-world renovation projects such as Yangmeizhuxie Street in Beijing, Pingjiang Road in Suzhou, and Kuanzhai Alley in Chengdu. The study suggests that immersive design can address the challenges of insufficient cultural expression and low audience engagement in historical districts through a framework of "spatial adaptation-content construction-experience optimization-support and support." Specific approaches include: anchoring revitalization with authenticity as the principle, optimizing physical and perceptual environments through spatial strategies, exploring local memories through cultural content, and achieving sustainable development through a multifaceted support mechanism. This study aims to provide practical solutions for the dynamic preservation of cultural spaces in historical districts. It also enriches the theoretical application of immersive design in cultural heritage preservation, providing both theoretical and practical guidance.

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References

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Published

14 November 2025

Issue

Section

Articles

How to Cite

Li, Y. (2025). Revitalizing Cultural Spaces in Historic Districts based on Immersive Design. International Journal of Education and Humanities, 21(2), 183-187. https://doi.org/10.54097/rakys133