Enhancing Landscape Architecture Construction Learning with Extended Reality (XR)

Comparing Interactive Virtual Reality (VR) with Traditional Learning Methods

Bibliographic Data

ID22047620
AuthorsS Y Andalib (0000-0002-3440-9256, Texas Tech University), Muntazar Monsur (0000-0001-7218-8418, Texas Tech University, corresponding author), Cade Cook (Texas Tech University), Mike Lemon (Texas Tech University), Phillip Zawarus (0000-0003-4989-5434, University of Nevada, Las Vegas), Leehu Loon (Texas Tech University)
Year2025
Volume15
Issue8
Pages992
Publication date2025-08-04
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci15080992
OpenAlexW4413134043
LanguageEN
Citations received1
References cited61

The application of extended reality (XR) in design education has grown substantially; however, empirical evidence on its educational benefits remains limited. This two-year study examines the impact of incorporating a virtual reality (VR) learning module into undergraduate landscape architecture (LA) construction courses, focusing on brick masonry instruction. A conventional learning sequence—lecture, sketching, CAD, and 3D modeling—was supplemented with an immersive VR experience developed using Unreal Engine 5 and deployed on Meta Quest devices. In Year 1, we piloted a preliminary version of the module with landscape architecture students (n = 15), and data on implementation feasibility and student perception were collected. In Year 2, we refined the learning module and implemented it with a new cohort (n = 16) using standardized VR evaluation metrics, knowledge retention tests, and self-efficacy surveys. The findings suggest that when sequenced after a theoretical introduction, VR serves as a pedagogical bridge between abstract construction principles and physical implementation. Moreover, the VR module enhanced student engagement and self-efficacy by offering experiential learning with immediate feedback. The findings highlight the need for intentional design, institutional support, and the continued development of tactile, collaborative simulations

Experiential learning · Human–computer interaction · Mathematics education · Multimedia · Virtual reality · Augmented Reality Applications · Computer Science · Psychology · Virtual Reality Applications and Impacts · Visual and Cognitive Learning Processes

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