Immersive Learning in Engineering: A Comparative Study of VR and Traditional Building Inspection Methods

Abstract

As construction projects increase in complexity, the need for a well-educated workforce in the Architectural Engineering and Construction industry grows. Furthermore, concerns about retention in engineering programs have highlighted the need to improve students’ educational experiences. Virtual Reality has emerged as a promising solution, offering immersive and interactive learning experiences that can enhance students’ understanding and retention of complex engineering concepts. This paper explores the effectiveness of a VR system for conducting building inspections and documenting clashes within a building information model as part of an undergraduate civil engineering course. The study compared this VR system to a traditional desktop-based building inspection method, evaluating effects on cognitive load, user experience, and usability. It also examined the relationship between students’ spatial abilities and cognitive load in both systems. Results indicated that VR did not produce higher levels of cognitive load, and users reported lower estimations of perceived effort when using VR. Furthermore, while the level of usability was equivalent across both activities, the VR activity provided a more positive user experience, as measured by the User Experience Questionnaire. These findings suggest that the use of VR provides advantages to perceived effort and user experience while conducting collaborative virtual building inspection activities, demonstrating how the technology can be used to enhance the experience of civil engineering students. Consequentially, further adoption and investigation of VR should be a priority in the refinement of educational teaching methods.

Topics & Concepts