Investigating Immersive Learning Technology Intervention in Architecture Education: A Systematic Literature Review

Autor/inn/en	Ummihusna, Annisa; Zairul, Mohd
Titel	Investigating Immersive Learning Technology Intervention in Architecture Education: A Systematic Literature Review
Quelle	In: Journal of Applied Research in Higher Education, 14 (2022) 1, S.264-281 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ummihusna, Annisa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2050-7003
DOI	10.1108/JARHE-08-2020-0279
Schlagwörter	Educational Technology; Intervention; Architectural Education; Literature Reviews; Computer Simulation; Video Games; College Students; Outcomes of Education + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Computergrafik; Computersimulation; Video game; Videospiel; Videospiele; Collegestudent; Lernleistung; Schulerfolg
Abstract	Purpose: This study intends to review the existing studies on the application of immersive learning technology (ILT) in architecture education field. A systematic literature review (SLR) was conducted on the characteristics and implementation of ILT, research purpose, approach and outcome of research. Design/methodology/approach: The PICO concept (Population, Intervention, Comparison, Outcome measures) was used to form the research keywords. The Scopus database was searched and supported by supplementary search on Google Scholar, ProQuest, Emerald Insight and Springer Link. Based on the inclusion and exclusion criteria, 19 peer-reviewed journal articles published between 2013 and 2019 were identified. Findings: Virtual reality was found to be the most prevalent ILT applied in architecture education and commonly used as simulation. Most of the studies were applied in year-two architecture study and were mainly implemented for architecture design subject. Very few studies have associated the use of ILT with learning theories, and most of the existing studies have examined the effect of ILT on learning performance. Motivation was found to be the dominant emotional state, and most of the interventions deal with a higher cognitive level. Research limitations/implications: Only a small number of articles were selected due to the limited number of studies on the subject. Nevertheless, analysis of the selected few has provided valuable insight into the current scenario of the research topic. Originality/value: This study adds to the existing literature by examining the existing empirical evidence on ILT intervention in the architecture education field. The findings will contribute towards innovating the learning process among architecture students and encouraging the use the ILT as part of architecture education system in higher education institutions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01