Transforming Construction Education through Immersive Learning: Insights from Students in a Developing Country

Abstract

As construction demands become increasingly complex, educational institutions, especially in developing countries, must adopt innovative teaching tools that bridge the gap between theory and practice. This study explores the transformative potential of immersive learning in building construction education, particularly within the context of a developing country. Using qualitative feedback and task-based assessments, the research investigates both the benefits and limitations of VR-based learning from the student perspective. Findings reveal that immersive learning significantly enriches educational experience by offering realistic, interactive, and context-rich simulations of construction practices. Students reported enhanced visualization, improved collaboration, and reduced error, and they made construction education more engaging and practical. However, challenges such as navigation, visual design, and poor ease of use impeded the learning experience for some participants. Despite these barriers, students completed complex construction tasks within the virtual environment, demonstrating the pedagogical value of immersive tools. The study recommends a strategic integration of VR into the construction curriculum, with emphasis on improving the affordability of VR sets and user training. These insights provide a framework for enhancing construction education in resource-constrained settings, underscoring the need for scalable, immersive learning models that can bridge technological gaps and promote equitable access to quality education.