The pedagogic value of learning design with virtual reality

Abstract

Spatial design as a discipline relies on the psychological construct of space. In the light of shortcomings and challenges faced by traditional approaches to spatial design learning, this paper investigates the role and value of Virtual Reality (VR) as a pedagogic vehicle. Based on understandings informed by action-research using VR with learners in two modules, and underpinning interdisciplinary research on cognition, perception of space, and learning pedagogies; the paper works through defined research questions on both impact of learning with VR, development of spatial cognition with VR, and the differences between traditional approaches to spatial design curriculum and VR enabled approach and whether or not these differences are associated with differential outcomes. We propose VR enhanced design education pedagogical framework and argues that such an approach is needed to shape futuristic thinking in spatial design teaching and learning.