A Comparison Study on the Learning Effectiveness of Construction Training Scenarios in a Virtual Reality Environment
Open accessAbstract
While VR-based training has been proven to improve learning effectiveness over conventional methods, there is a lack of study on its learning effectiveness due to the implementation of training modes. This study aims to investigate the learning effectiveness of engineering students under different training modes in VR-based construction design training. Three VR scenarios with varying degrees of immersiveness were developed based on Dale’s cone of learning experience, including (1) Audio-visual based training, (2) Interactive-based training, and (3) Contrived hands-on experience training. Sixteen students with varying backgrounds participated in this study. The results posit a positive correlation between learning effectiveness and the degree of immersiveness, with a mean score of 77.33%, 81.33%, and 82.67% in each training scenario, respectively. Participants with lower academic performance tend to perform significantly better in audio-visual and interactive-based training. Meanwhile, participants with experience in gaming tend to outperform the latter group. Results also showed that participants with less experience in gaming benefited the most from hands-on VR training. The findings suggest that the general audience retained the most information via hands-on VR training; however, training scenarios should be contextualized toward the targeted group to maximize learning effectiveness.
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Repeated training sessions would allow for variability in training, which has an impact on learning, including in VR.
“Moreover, repeated training sessions would also allow for variability in training, which have impact on learning, including in VR (Lee et al., 2023; Nickel et al., 2019).”
From Speaking face-to-face with a virtual avatar to reduce anxiety in students who stutter: Tool development and pilot study results. (2026) · cites this paper as Lee et al., 2023
Section 6 (Conclusions) reports that different VR training scenarios were associated with different learning effectiveness, supporting the point that training variation can matter in VR. Section 3.2 (Experimental Design) says participants completed three scenarios consecutively, but the paper does not establish that repeated training sessions enable variability or improve learning through repetition. (LLM, conf=0.86)
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- Authors
- Lee, Y. S., Rashidi, A., Talei, A., Beh, H. J., & Rashidi, S.
- Affiliations
- Monash University Malaysia (MY)
- Monash University (AU)
- Islamic Azad University, Tehran (IR)
- Corresponding author
- Rashidi, Ali
- Venue
- Virtual Worlds
- Publisher
- MDPI AG
- Published
- 2023-02-02
- Volume
- 2
- Issue
- 1
- Pages
- 36-52
- ISSN
- 2813-2084 (ISSN-L)
- OpenAlex
- W4319080756
- Cited by
- 27
- References
- 51
- Citations by year
- 2026: 6 · 2025: 9 · 2024: 7 · 2023: 5
- FWCI
- 4.67
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- Virtual Worlds (publishedVersion, cc-by)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Funders
- Monash University
- Monash University Malaysia
- Topics
- Physical Sciences › Computer Science › Human-Computer Interaction › Virtual Reality Applications and Impacts
- Physical Sciences › Engineering › Control and Systems Engineering › Simulation and Modeling Applications
- Physical Sciences › Computer Science › Computer Vision and Pattern Recognition › Augmented Reality Applications
- Keywords
- virtual reality training, learning effectiveness, training mode, immersion level, Dale's Cone of Experience, audiovisual training, interactive training, hands-on training, engineering students, player experience, academic performance
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