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Education Sciences
Volume 15
Issue 8
10.3390/educsci15080992
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Article

Enhancing Landscape Architecture Construction Learning with Extended Reality (XR): Comparing Interactive Virtual Reality (VR) with Traditional Learning Methods

by
S. Y. Andalib
1,
Muntazar Monsur
1,*,
Cade Cook
1,
Mike Lemon
2,
Phillip Zawarus
3 and
Leehu Loon
1
1
Department of Landscape Architecture, Davis College of Agricultural Science and Natural Resources, Texas Tech University, Lubbock, TX 79409, USA
2
Graduate School, Texas Tech University, Lubbock, TX 79409, USA
3
Department of Architecture, College of Fine Arts, University of Nevada Las Vegas, Las Vegas, NV 89154, USA
*
Author to whom correspondence should be addressed.
Educ. Sci. 2025, 15(8), 992; https://doi.org/10.3390/educsci15080992 (registering DOI)
Submission received: 14 April 2025 / Revised: 3 July 2025 / Accepted: 28 July 2025 / Published: 4 August 2025
(This article belongs to the Special Issue Beyond Classroom Walls: Exploring Virtual Learning Environments)
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Abstract

The application of extended reality (XR) in design education has grown substantially; however, empirical evidence on its educational benefits remains limited. This two-year study examines the impact of incorporating a virtual reality (VR) learning module into undergraduate landscape architecture (LA) construction courses, focusing on brick masonry instruction. A conventional learning sequence—lecture, sketching, CAD, and 3D modeling—was supplemented with an immersive VR experience developed using Unreal Engine 5 and deployed on Meta Quest devices. In Year 1, we piloted a preliminary version of the module with landscape architecture students (n = 15), and data on implementation feasibility and student perception were collected. In Year 2, we refined the learning module and implemented it with a new cohort (n = 16) using standardized VR evaluation metrics, knowledge retention tests, and self-efficacy surveys. The findings suggest that when sequenced after a theoretical introduction, VR serves as a pedagogical bridge between abstract construction principles and physical implementation. Moreover, the VR module enhanced student engagement and self-efficacy by offering experiential learning with immediate feedback. The findings highlight the need for intentional design, institutional support, and the continued development of tactile, collaborative simulations.
Keywords: landscape architecture education; virtual reality (VR); extended reality (XR); construction education; spatial cognition; brick masonry; experiential learning; self-efficacy; user engagement; knowledge retention landscape architecture education; virtual reality (VR); extended reality (XR); construction education; spatial cognition; brick masonry; experiential learning; self-efficacy; user engagement; knowledge retention
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MDPI and ACS Style

Andalib, S.Y.; Monsur, M.; Cook, C.; Lemon, M.; Zawarus, P.; Loon, L. Enhancing Landscape Architecture Construction Learning with Extended Reality (XR): Comparing Interactive Virtual Reality (VR) with Traditional Learning Methods. Educ. Sci. 2025, 15, 992. https://doi.org/10.3390/educsci15080992

AMA Style

Andalib SY, Monsur M, Cook C, Lemon M, Zawarus P, Loon L. Enhancing Landscape Architecture Construction Learning with Extended Reality (XR): Comparing Interactive Virtual Reality (VR) with Traditional Learning Methods. Education Sciences. 2025; 15(8):992. https://doi.org/10.3390/educsci15080992

Chicago/Turabian Style

Andalib, S. Y., Muntazar Monsur, Cade Cook, Mike Lemon, Phillip Zawarus, and Leehu Loon. 2025. "Enhancing Landscape Architecture Construction Learning with Extended Reality (XR): Comparing Interactive Virtual Reality (VR) with Traditional Learning Methods" Education Sciences 15, no. 8: 992. https://doi.org/10.3390/educsci15080992

APA Style

Andalib, S. Y., Monsur, M., Cook, C., Lemon, M., Zawarus, P., & Loon, L. (2025). Enhancing Landscape Architecture Construction Learning with Extended Reality (XR): Comparing Interactive Virtual Reality (VR) with Traditional Learning Methods. Education Sciences, 15(8), 992. https://doi.org/10.3390/educsci15080992

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