VIRTUAL REALITY - AN INNOVATIVE APPROACH TOWARDS EDUCATION

The usage of Head Mounted Displays (HMD) to observe Virtual Reality (VR) settings has grown in recent years, thanks to the advent of high-quality, low-cost devices that give a satisfying user experience. Virtual reality and simulation enable for hands-on learning in specially tailored environments. Simulated experiences are understood by apprehension, which entails actual participation in the experience, or understanding, which necessitates abstract cognition. Internalized reflection of an experience or expansion through active experimentation are then used to modify the experiences. Both intention and extension result in the learner gaining information. Furthermore, data suggests that freely wandering about an immersive environment activates brain activity by increasing cognitive encoding in working memory, which leads to better cognitive retrieval success. For construction management students, traditional hands-on learning, site visits, and practical job experience are seen as very powerful experiential learning tools. Limited resources, such as hands-on learning space, material costs, and site visit time, all limit the scope of these activities in undergraduate construction education. Additionally, there is a growing demand for experiential learning activities for distance learning students who are unable to participate in in-person experiences due to their geographic location. Immersive VR is being investigated as a possible solution to address these limits and provide more participatory and experiential learning. One of the most significant disadvantages of virtual reality as a learning aid is the lack of theories or models on which to base and justify its use. This paper defends the metaphorical design of educational virtual reality systems. The goal is to develop virtual environments that can store and transmit information.