Co-Created Virtual Reality (VR) Modules in Landscape Architecture Education

A Mixed Methods Study Investigating the Pedagogical Effectiveness of VR

Bibliographic Data

ID22046987
AuthorsS Y Andalib (0000-0002-3440-9256, Texas Tech University), Muntazar Monsur (0000-0001-7218-8418, Texas Tech University, corresponding author)
Year2024
Volume14
Issue6
Pages553
Publication date2024-05-21
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci14060553
OpenAlexW4398169467
LanguageEN
Citations received3
References cited69

Extended Reality (XR), an umbrella term for Augmented Reality (AR), Mixed Reality (MR), and Virtual Reality (VR) technology, has the potential to enhance experiential learning and to close educational gaps, but the implementation of XR in higher education requires the competency of instructors, as well as guidance. In the fields of design (architecture, landscape architecture, interior design, urban planning, etc.), XR brings exciting opportunities to students for design visualization and presentation. However, how the XR-based immersive experience may supplement design learning is relatively underexplored and under-researched. This study investigates the role of co-created (with learners) VR modules in landscape architecture education, with a specific focus on landscape construction through an exercise focused on the construction detail of the iconic benches in the High Line Park (NY). This study aims to delineate the pedagogical possibilities and challenges of the implementation of XR in landscape architecture (LA) curricula, thereby offering LA educators actionable insights and frameworks for utilizing the new learning tools. Implementing a mixed methods approach, this research engaged undergraduate students (n = 16) to assess the pedagogical value of XR among five types of instructional modes—lectures, hand sketching, 2D drawing, 3D modeling, and a fully immersive co-created VR experience showcasing students’ work. A focus group discussion with graduate students (n = 7) provided additional qualitative insights. The results indicate that, while all instructional materials were received positively, the 3D modeling was rated most effective in the learning process by the students, due to its versatility as a foundation and its overlap/integration with the other instructional modes e.g., hand sketching, 2D drawing, and VR creation. Although VR-aided teaching creates an immersive learning experience allowing learners to gain a clearer understanding of the learning topics, positioning it primarily as a visualization/presentation tool may limit its utility. This study concludes that repositioning VR at different stages of the educational framework may result in enhanced engagement and, by extension, improve its pedagogical effectiveness. These findings contribute to the ongoing discourse on the optimal integration of emerging XR tools and technology in LA education and other design disciplines and afford new avenues for future research

Art · Human–computer interaction · Mixed reality · Multimedia · Virtual reality · Visual arts · 3D Surveying and Cultural Heritage · Augmented Reality Applications · Computer Science · Psychology · Virtual Reality Applications and Impacts · Architecture

Tools

Open DOIOpen Access