Integrating virtual reality and physiological feedback into architectural education: enhancing technological literacy and experiential learning.
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| Title: | Integrating virtual reality and physiological feedback into architectural education: enhancing technological literacy and experiential learning. |
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| Authors: | Lu, Wen1 (AUTHOR), Li, Ning1 (AUTHOR) ning_li11@bjut.edu.cn |
| Source: | International Journal of Technology & Design Education. Mar2026, Vol. 36 Issue 1, p363-399. 37p. |
| Subject Terms: | *Architectural education, *Technological literacy, *Experiential learning, *Biofeedback training, Virtual reality, Immersive design, Galvanic skin response, Electroencephalography |
| Abstract: | The integration of emerging technologies into education is pivotal for developing technological literacy and capability among students. This study investigates the impact of incorporating virtual reality (VR) technology and physiological measurements—specifically electroencephalography (EEG) and galvanic skin response (GSR)—into graduate-level architectural design education. By immersing 30 students in VR simulations of urban public squares with varying dimensions and surrounding architectures, we analyzed their user reactions through physiological data (e.g., EEG and GSR) and their learner reflections through reflective assessments and design project outcomes. The findings reveal that this innovative pedagogical approach not only deepens students' understanding of spatial design principles but also enhances their technological competence and engagement. The study contributes to technology and design education by demonstrating how immersive experiences and biofeedback mechanisms can be utilized to foster 'knowledge in action,' bridging the gap between theoretical understanding and practical application. Implications for curriculum development and the advancement of human-centered design practices within general education are discussed. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Technology & Design Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 192011889 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Integrating virtual reality and physiological feedback into architectural education: enhancing technological literacy and experiential learning. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Lu%2C+Wen%22">Lu, Wen</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Li%2C+Ning%22">Li, Ning</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> ning_li11@bjut.edu.cn</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Technology+%26+Design+Education%22">International Journal of Technology & Design Education</searchLink>. Mar2026, Vol. 36 Issue 1, p363-399. 37p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Architectural+education%22">Architectural education</searchLink><br />*<searchLink fieldCode="DE" term="%22Technological+literacy%22">Technological literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Experiential+learning%22">Experiential learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Biofeedback+training%22">Biofeedback training</searchLink><br /><searchLink fieldCode="DE" term="%22Virtual+reality%22">Virtual reality</searchLink><br /><searchLink fieldCode="DE" term="%22Immersive+design%22">Immersive design</searchLink><br /><searchLink fieldCode="DE" term="%22Galvanic+skin+response%22">Galvanic skin response</searchLink><br /><searchLink fieldCode="DE" term="%22Electroencephalography%22">Electroencephalography</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The integration of emerging technologies into education is pivotal for developing technological literacy and capability among students. This study investigates the impact of incorporating virtual reality (VR) technology and physiological measurements—specifically electroencephalography (EEG) and galvanic skin response (GSR)—into graduate-level architectural design education. By immersing 30 students in VR simulations of urban public squares with varying dimensions and surrounding architectures, we analyzed their user reactions through physiological data (e.g., EEG and GSR) and their learner reflections through reflective assessments and design project outcomes. The findings reveal that this innovative pedagogical approach not only deepens students' understanding of spatial design principles but also enhances their technological competence and engagement. The study contributes to technology and design education by demonstrating how immersive experiences and biofeedback mechanisms can be utilized to foster 'knowledge in action,' bridging the gap between theoretical understanding and practical application. Implications for curriculum development and the advancement of human-centered design practices within general education are discussed. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Technology & Design Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=192011889 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10798-025-09999-6 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 37 StartPage: 363 Subjects: – SubjectFull: Architectural education Type: general – SubjectFull: Technological literacy Type: general – SubjectFull: Experiential learning Type: general – SubjectFull: Biofeedback training Type: general – SubjectFull: Virtual reality Type: general – SubjectFull: Immersive design Type: general – SubjectFull: Galvanic skin response Type: general – SubjectFull: Electroencephalography Type: general Titles: – TitleFull: Integrating virtual reality and physiological feedback into architectural education: enhancing technological literacy and experiential learning. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Lu, Wen – PersonEntity: Name: NameFull: Li, Ning IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 09577572 Numbering: – Type: volume Value: 36 – Type: issue Value: 1 Titles: – TitleFull: International Journal of Technology & Design Education Type: main |
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