An Analysis of User Experience Based on Physical Environmental Components in VR-Supported Educational Spaces Using a Mixed-Methods Approach
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| Title: | An Analysis of User Experience Based on Physical Environmental Components in VR-Supported Educational Spaces Using a Mixed-Methods Approach |
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| Language: | English |
| Authors: | Minel Kurtulus (ORCID |
| Source: | Journal of Learning and Teaching in Digital Age. 2026 11(1):84-100. |
| Availability: | Journal of Learning and Teaching in Digital Age. Gazi University, Gazi Faculty of Education, Department of Computer and Instructional Technologies Teaching, Bosna Building Room 430, Yenimahalle, Ankara, Turkey 06500. e-mail: joltida.info@gmail.com; Web site: https://dergipark.org.tr/en/pub/joltida |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Physical Environment, Educational Environment, Computer Simulation, Architectural Education, College Students, Student Satisfaction, Foreign Countries, Design, Realism, Light |
| Geographic Terms: | Turkey (Istanbul) |
| ISSN: | 2458-8350 |
| Abstract: | Background: Virtual reality (VR) technology offers an innovative learning environment that enriches user experience in education. However, there is limited research on the impact of physical environmental components within VR-supported educational spaces on user perception and satisfaction. Objectives: This study aims to evaluate user experience and satisfaction levels in VR-supported educational environments through a mixed-methods approach, focusing on the influence of physical environmental components. Methodology/Approach: Four distinct VR platforms (Mozilla Hubs, Engage, Meta Horizon, and MeetinVR) were selected as experimental settings. Twenty participants, comprising ten interior architecture students and ten faculty members from Istanbul Gelisim University, received orientation sessions to familiarize themselves with the VR equipment and platforms. Each participant engaged in 10-minute sessions on each platform, experiencing four different virtual environments in total. Following each session, participants completed structured experience questionnaires and open-ended feedback forms addressing physical environmental elements such as material, texture, lighting, form, color, size, and scale. The collected data were analyzed using IBM SPSS and MAXQDA software. Findings and Discussion: The results demonstrate that the design elements of VR-based learning spaces have a direct effect on user perception and satisfaction. In particular, material, lighting, and scale components play a significant role in enhancing users' sense of realism and educational effectiveness. The study offers practical recommendations for the user-centered design of VR-supported educational environments, contributing to the advancement of virtual learning spaces within interior architecture education. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1495658 |
| Database: | ERIC |
| Abstract: | Background: Virtual reality (VR) technology offers an innovative learning environment that enriches user experience in education. However, there is limited research on the impact of physical environmental components within VR-supported educational spaces on user perception and satisfaction. Objectives: This study aims to evaluate user experience and satisfaction levels in VR-supported educational environments through a mixed-methods approach, focusing on the influence of physical environmental components. Methodology/Approach: Four distinct VR platforms (Mozilla Hubs, Engage, Meta Horizon, and MeetinVR) were selected as experimental settings. Twenty participants, comprising ten interior architecture students and ten faculty members from Istanbul Gelisim University, received orientation sessions to familiarize themselves with the VR equipment and platforms. Each participant engaged in 10-minute sessions on each platform, experiencing four different virtual environments in total. Following each session, participants completed structured experience questionnaires and open-ended feedback forms addressing physical environmental elements such as material, texture, lighting, form, color, size, and scale. The collected data were analyzed using IBM SPSS and MAXQDA software. Findings and Discussion: The results demonstrate that the design elements of VR-based learning spaces have a direct effect on user perception and satisfaction. In particular, material, lighting, and scale components play a significant role in enhancing users' sense of realism and educational effectiveness. The study offers practical recommendations for the user-centered design of VR-supported educational environments, contributing to the advancement of virtual learning spaces within interior architecture education. |
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| ISSN: | 2458-8350 |
