Innovative Approaches to Architectural Education: Metaverse Technology and Learning Resilience

Abstract

Amid the pandemic, learning architecture online has led to heightened stress and anxiety. To mitigate these challenges, a resilient learning model is imperative. Taking Atma Jaya University Yogyakarta (UAJY) as a case study, the paper explores the impact of the COVID-19 pandemic on architecture learning, highlighting the challenge present in online architecture education. Recognising the need for resilience, the study suggests integrating virtual reality (VR) and metaverse technologies to enhance educational quality. It identifies substantial differences between online and virtual space learning, emphasising the necessity for specific design criteria in long-distance studio education. The research presents a mixed-method approach, utilising VR headsets for a prototype evaluation with five experts/lecturers and 20 architecture students. Quantitative data collected through the User Experience Questionnaire (UEQ) and qualitative insights from structured interviews reveal positive effects of metaverse adoption on learning experiences, notably reducing stress and anxiety. The study concludes by proposing virtual space design criteria, serving as guidelines for creating more engaging, stimulating, and creative learning environments. These criteria align with Sustainable Development Goal 4, promoting increased ICT skills among youth and adults and showcasing the potential of technology in transforming architectural education amidst global challenges.