Bridging Theory and Practice: Evaluating a Game-based VR Approach in Construction Education

Abstract

Using Virtual Reality (VR) in design education has become a more popular and innovative way to teach. Learning environments that use VR can increase engagement, improve spatial awareness, and create immersive experiences that connect theoretical knowledge with practical application. However, even with these benefits, the usefulness of virtual reality in construction education is still an area that needs to be studied more. This study investigates the process of moving from concept to practice in the development and initial evaluation of a game-based virtual reality application that is intended to help interior architecture students learn the basic concepts of construction. The purpose of the research is to find out how students view the VR game in terms of usability, engagement, and instructional effectiveness, as well as to identify areas that could be improved. Five interior architecture students participated in a pilot study in which they played with the VR game and offered feedback using post-experience surveys and semi-structured interviews. Thematic analysis of responses from participants concluded that the use of VR enhanced interactive learning, spatial understanding, and learner motivation. Yet some limitations were found, namely the need for more explicit guidance in the game, improved readability of text, and clearer navigation flow. These findings are enlightening empirically regarding the actual application of VR in construction education, validating the need for iterative design cycles and user-centered development. The study highlights the role of student feedback in enhancing educational VR tools and offers insights to educators, instructional designers, and developers who are looking to integrate immersive technologies into construction education programs. By examining the educational potential and design limitation of this VR game-based method through analysis, this study aims to enhance the enhancement of interactive learning environments in the interior architecture courses.