Investigating immersive learning technology intervention in architecture education: a systematic literature review

Abstract

PurposeThis study intends to review the existing studies on the application of immersive learning technology (ILT) in architecture education field. A systematic literature review (SLR) was conducted on the characteristics and implementation of ILT, research purpose, approach and outcome of research.Design/methodology/approachThe PICO concept (Population, Intervention, Comparison, Outcome measures) was used to form the research keywords. The Scopus database was searched and supported by supplementary search on Google Scholar, ProQuest, Emerald Insight and Springer Link. Based on the inclusion and exclusion criteria, 19 peer-reviewed journal articles published between 2013 and 2019 were identified.FindingsVirtual reality was found to be the most prevalent ILT applied in architecture education and commonly used as simulation. Most of the studies were applied in year-two architecture study and were mainly implemented for architecture design subject. Very few studies have associated the use of ILT with learning theories, and most of the existing studies have examined the effect of ILT on learning performance. Motivation was found to be the dominant emotional state, and most of the interventions deal with a higher cognitive level.Research limitations/implicationsOnly a small number of articles were selected due to the limited number of studies on the subject. Nevertheless, analysis of the selected few has provided valuable insight into the current scenario of the research topic.Originality/valueThis study adds to the existing literature by examining the existing empirical evidence on ILT intervention in the architecture education field. The findings will contribute towards innovating the learning process among architecture students and encouraging the use the ILT as part of architecture education system in higher education institutions.

Mixed Assessment of Virtual Serious Games Applied in Architectural and Urban Design Education

“…While AR, VR, 360° interactive viewings, gamified proposals, etc., are present in the main professional recommendations, they have only a minimum level of technical subjects’ implementation. There is a high level of interest (in all levels and types of users) in learning and applying these methods [ 145 ], but there is still a high volume of older teachers. They are professional experts and teachers in the fields related to the project.…”

“…There is a high level of interest (in all levels and types of users) in learning and applying these methods [145], but there is still a high volume of older teachers. They are professional experts and teachers in the fields related to the project.…”

Proceedings of the 27th Conference on Computer Aided Architectural Design Research in Asia (CAADRIA) [Volume 2]

“…This demonstrates iVRs' role in shaping communication in a carbon-free educational setting. Surveys report a lack of rigorous methods able to track progress in situated learning (Mikropoulos and EXPLORING THE EFFECT OF IMMERSIVE VR ON STUDENT-TUTOR COMMUNICATION Natsis, 2011), and few studies focusing on design education (Milovanovic et al, 2017;Ummihusna and Zairul, 2021) and related objectives such as interaction during exploration (Beck et al, 2020). More research is needed to determine how iVRs change student-tutor communication to take advantage of iVR systems as educational media and provide a carbon-free SDG4 quality education.…”

AR in the Architecture Domain: State of the Art

“…What distinguishes the training aspect from the previous sections' informational aspects regards the learning activity of a specific task-repetitive or not-or contextual knowledge, scalable to different examples. The increasing use of AR for learning over the past two decades [205][206][207] comes to meet both the growing ability to use and manage digital data and the increasing need for dynamic content. The recent pandemic emergency has forced a sudden acceleration in the "remote learning" and "EdTech" domains.…”