Examining the Influence of Immersive Technologies on Building Design Error Identification among Construction Students

Abstract

Design errors in construction projects frequently result in costly rework, delays, and compromised structural integrity. Developing the ability of construction students to identify and correct such errors is essential. This study investigates the effectiveness of immersive technologies—specifically virtual reality (VR)—in enhancing students’ capabilities to detect design flaws. An experimental survey design was adopted, involving 18 students enrolled in construction-related programs. Participants were divided into three groups: those using 2D drawings, VR, and a combination of both to identify design errors. Qualitative data were analyzed using NVivo v.10. The findings revealed that students using both VR and 2D drawings identified the highest number of design errors (9–18), compared to those using VR only (5–14) and 2D only (10–15). Positive feedback on VR included improved visualization, enhanced engagement, real-time evaluation, and increased understanding. However, challenges such as visual discomfort, navigation difficulties, and lack of prior experience were noted. The study highlights the pedagogical value of combining VR and traditional drawing methods for improved design error detection and recommends integrating immersive technologies into construction education to foster experiential learning and reduce future field errors.