Abstract:

The objective of this study is to investigate how immersive learning technologies (ILT), when grounded in learning theories, can enhance architectural education. Immersive learning technologies, such as Virtual Reality (VR), Augmented Reality (AR), or Mixed Reality (MR), are transforming the education of architects, allowing for interactive learning experiences. These learning tools provide the possibility to analyze architectural design that could not be achieved through traditional learning. Immersive learning technology enables students to physically 'inhabit' their designs, transforming abstract concepts into a realistic, perceivable spatial experience. Recent studies show that using extended reality technology can upgrade various processes and improve learning outcomes as well as the skill to understand space.

This research focuses on the educational use of ILT in architecture education, taking a theoretical, historical, and empirical approach. It is based on educational theories, including constructivism and experiential learning, and reviews design principles in immersive environments offered by learning-by-doing and constructing of knowledge. Particularly, it is noted that the relationship between physical and digital spaces and the new forms of hybrid educational spaces created are also considered in this study. Additionally, the inspiring thoughts of Greek architect Takis Zenetos from the 1960s are reviewed, such as developed visions of dynamic and changeable living spaces drawing technologies, similar to what is today known as immersive environments.

Additionally, the research method is based on the mixed-methods design technique that uses an extensive study of literature and case studies in combination with the collection of qualitative research data through the process of interviews with architecture instructors and students. For the research, various case studies have been reviewed around the world and especially in Greece to determine the contemporary practices of ILT.

Findings reveal that ILT has a profound impact on engagement, spatial perception, and creative investigation in architecture design studios. There has been increased comprehension of scale, detail, and spatial relationships among students through the application of VR and AR technologies. ILT is hampered by expensive technology, as well as a lack of training among both faculty and trainees. ILT has been in its infancy in Greece, despite increased interest and a positive attitude toward pilot projects. The conclusion drawn from this research is that when ILTs are framed by a correct framework combined with the right choice of basic learning theories, immersive technologies are a valuable method of enhancing architectural education quality and efficiency. The study proposes to incorporate these technologies into architectural education design, faculty development, and a spine of educational infrastructure to prepare future architects around the world.

Keywords:

Epistemology of knowledge, Basic learning theories, Mixed or hybrid environments, Immersive Learning Technology (ILT), Virtual reality (VR), Takis Zenetos, Architectural Education.