Impact of extended reality on students’ interest, self-efficacy and performance in architecture education: A mixed-methods research

Abstract

Present research investigates the impact of extended reality (XR) tools on students’ interest, self-efficacy, and performance in learning architecture through two longitudinal, mixed-methods studies. Study 1 was undertaken in a 10-day workshop that used augmented reality (AR) to assist in constructing bamboo structures. Study 2 was conducted in an architecture design course that used virtual reality (VR) and AR to design and present models. We applied the model of interest development to explain the change of interest in learning architecture that integrates XR tools. The research highlights the importance of course structure and interactions between teachers and students in maintaining interest throughout the learning process. The research also suggests that to increase students’ learning interest using XR technologies, it is essential to focus on how these tools can be utilized to build a deeper connection between the content and the students, providing opportunities for practical application of knowledge and skills.