HomeAbstract of 11th-rteconfVR-Assisted Instruction in Architectural Construction: Effectiveness on Knowledge, Skills, and Motivation

VR-Assisted Instruction in Architectural Construction: Effectiveness on Knowledge, Skills, and Motivation

  • Jun 17, 2026
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Abstract Book of the 11th International Conference on Research in Teaching and Education

Year: 2026

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VR-Assisted Instruction in Architectural Construction: Effectiveness on Knowledge, Skills, and Motivation

Prof. Yi Jao Chen

ABSTRACT:

This study investigates the effectiveness of virtual reality (VR)-assisted instruction in an architectural construction course at the undergraduate level. Grounded in Experiential Learning Theory (ELT) and Bloom’s Taxonomy, eight interactive VR modules were developed covering light-gauge steel construction and timber construction, including material identification, structural assembly, joinery methods, and construction simulation. A quasi-experimental design was employed with 34 third-year architecture students. Pre- and post-tests were administered before and after VR instruction, supplemented by a 21-item, seven-dimension learning outcomes questionnaire measuring knowledge acquisition, skill transfer, knowledge retention, engagement, motivation, satisfaction, and usability (Likert scale, 1–5). Paired-sample t-tests confirmed a statistically significant improvement in post-test scores (pre-test M = 48.24; post-test M = 68.82; t = −7.72, p < .001). All seven questionnaire dimensions demonstrated high internal consistency (Cronbach’s α = 0.831–0.958). Satisfaction received the highest mean rating (M = 4.38), while knowledge retention scored relatively lower (M = 4.08), suggesting room for improvement in long-term retention design. Independent-sample t-tests revealed no significant difference in learning gains between high- and low-achieving student groups (t = −0.475, p = .641), indicating that VR-assisted instruction benefits students across all achievement levels equally. Correlation analysis further identified engagement as a key mediating variable for knowledge acquisition (r = 0.78) and retention (r = 0.76). These findings demonstrate that VR can effectively bridge the gap between theory and practice in architectural construction education.

Keywords: Architectural Construction Education; Experiential Learning Theory; Learning Outcomes; Quasi-Experimental Design; Virtual Reality