VIRTUAL REALITY LEARNING ENVIRONMENTS IN  ARCHITECTURE and DESIGN EDUCATION: A BIBLIOMETRIC REVIEW

Arda Çalışkan; Suzan Girgin Kayaakdag

Makale detayları

VIRTUAL REALITY LEARNING ENVIRONMENTS IN ARCHITECTURE and DESIGN EDUCATION: A BIBLIOMETRIC REVIEW

Yazarlar:

Arda Çalışkan | Suzan Girgin Kayaakdag

Yayıncı:

Istanbul Aydin University

Ana Başlıklar:

Architectural Computing and Visualisation Methods | Architectural Design | Materials and Technology in Architecture

Dergi:

A+Arch Design International Journal of Architecture and Design Vol.11 Issue 1, pp.73-91

Belge Tipi:

Makale

Yayın Tarihi:

12/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001350201

pISSN:

2149-5904

Anahtar kelimeler:

Özet:

 Virtual Reality VR technologies are increasingy being utilized in the fields of architecture and design education due to their potential to supporting creating interactive, immersive learning environments. This paper provides a bibliometric review of 68 academic studies between 2000 and 2025 that discuss the use of VR tools, platforms, and games in learning environments. The research aims to find trends, gaps in research, and thematic trends in the application of VR technologies in design education. The findings indicate a growing interest in integrating VR technologies into architectural education worldwide. Architectural design emerges as the most researched topic, highlighting VRs significant potential in supporting design-related activities, visualization, and collaborative learning. Besides design-oriented research, VR applications have also been researched in fields like construction education, architectural history, and landscape architecture. The paper categorizes the reviewed works into three broad categories of VR uses: tools and applications, platforms, and game-based learning environments. Among these, tools and applications are the most prevalent, typically developed to address specific educational needs, while game-based approaches remain less explored, despite their potential to enhance engagement through interactive, game-like settings. While the bibliometric analysis highlights the educational benefits of VRsuch as enhanced visualization, interactivity, and increased student motivationit also identifies key challenges. These include the need for more empirical evidence on long-term learning outcomes and the development of standardized and pedagogical models for effective VR integration. The paper concludes by emphasizing the importance of future research in addressing these gaps to support the evidence-based implementation of VR technologies in architectural and design education.

 Virtual Reality VR technologies are increasingy being utilized in the fields of architecture and design education due to their potential to supporting creating interactive, immersive learning environments. This paper provides a bibliometric review of 68 academic studies between 2000 and 2025 that discuss the use of VR tools, platforms, and games in learning environments. The research aims to find trends, gaps in research, and thematic trends in the application of VR technologies in design education. The findings indicate a growing interest in integrating VR technologies into architectural education worldwide. Architectural design emerges as the most researched topic, highlighting VRs significant potential in supporting design-related activities, visualization, and collaborative learning. Besides design-oriented research, VR applications have also been researched in fields like construction education, architectural history, and landscape architecture. The paper categorizes the reviewed works into three broad categories of VR uses: tools and applications, platforms, and game-based learning environments. Among these, tools and applications are the most prevalent, typically developed to address specific educational needs, while game-based approaches remain less explored, despite their potential to enhance engagement through interactive, game-like settings. While the bibliometric analysis highlights the educational benefits of VRsuch as enhanced visualization, interactivity, and increased student motivationit also identifies key challenges. These include the need for more empirical evidence on long-term learning outcomes and the development of standardized and pedagogical models for effective VR integration. The paper concludes by emphasizing the importance of future research in addressing these gaps to support the evidence-based implementation of VR technologies in architectural and design education.

 Virtual Reality VR technologies are increasingy being utilized in the fields of architecture and design education due to their potential to supporting creating interactive, immersive learning environments. This paper provides a bibliometric review of 68 academic studies between 2000 and 2025 that discuss the use of VR tools, platforms, and games in learning environments. The research aims to find trends, gaps in research, and thematic trends in the application of VR technologies in design education. The findings indicate a growing interest in integrating VR technologies into architectural education worldwide. Architectural design emerges as the most researched topic, highlighting VRs significant potential in supporting design-related activities, visualization, and collaborative learning. Besides design-oriented research, VR applications have also been researched in fields like construction education, architectural history, and landscape architecture. The paper categorizes the reviewed works into three broad categories of VR uses: tools and applications, platforms, and game-based learning environments. Among these, tools and applications are the most prevalent, typically developed to address specific educational needs, while game-based approaches remain less explored, despite their potential to enhance engagement through interactive, game-like settings. While the bibliometric analysis highlights the educational benefits of VRsuch as enhanced visualization, interactivity, and increased student motivationit also identifies key challenges. These include the need for more empirical evidence on long-term learning outcomes and the development of standardized and pedagogical models for effective VR integration. The paper concludes by emphasizing the importance of future research in addressing these gaps to support the evidence-based implementation of VR technologies in architectural and design education.

 Virtual Reality VR technologies are increasingy being utilized in the fields of architecture and design education due to their potential to supporting creating interactive, immersive learning environments. This paper provides a bibliometric review of 68 academic studies between 2000 and 2025 that discuss the use of VR tools, platforms, and games in learning environments. The research aims to find trends, gaps in research, and thematic trends in the application of VR technologies in design education. The findings indicate a growing interest in integrating VR technologies into architectural education worldwide. Architectural design emerges as the most researched topic, highlighting VRs significant potential in supporting design-related activities, visualization, and collaborative learning. Besides design-oriented research, VR applications have also been researched in fields like construction education, architectural history, and landscape architecture. The paper categorizes the reviewed works into three broad categories of VR uses: tools and applications, platforms, and game-based learning environments. Among these, tools and applications are the most prevalent, typically developed to address specific educational needs, while game-based approaches remain less explored, despite their potential to enhance engagement through interactive, game-like settings. While the bibliometric analysis highlights the educational benefits of VRsuch as enhanced visualization, interactivity, and increased student motivationit also identifies key challenges. These include the need for more empirical evidence on long-term learning outcomes and the development of standardized and pedagogical models for effective VR integration. The paper concludes by emphasizing the importance of future research in addressing these gaps to support the evidence-based implementation of VR technologies in architectural and design education.

Makale detayları

VIRTUAL REALITY LEARNING ENVIRONMENTS IN ARCHITECTURE and DESIGN EDUCATION: A BIBLIOMETRIC REVIEW

Yazarlar:

Arda Çalışkan | Suzan Girgin Kayaakdag

Yayıncı:

Istanbul Aydin University

Ana Başlıklar:

Architectural Computing and Visualisation Methods | Architectural Design | Materials and Technology in Architecture

Dergi:

A+Arch Design International Journal of Architecture and Design Vol.11 Issue 1, pp.73-91

Belge Tipi:

Makale

Yayın Tarihi:

12/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001350201

pISSN:

2149-5904

Virtual Reality

Architectural Education

Design Education

VR Applications

Immersive Learning

Bibliometric Analysis

Sayı

Makale detayları

VIRTUAL REALITY LEARNING ENVIRONMENTS IN ARCHITECTURE and DESIGN EDUCATION: A BIBLIOMETRIC REVIEW

Yazarlar: Arda Çalışkan | Suzan Girgin Kayaakdag

Yayıncı: Istanbul Aydin University

Ana Başlıklar: Architectural Computing and Visualisation Methods | Architectural Design | Materials and Technology in Architecture

Dergi: A+Arch Design International Journal of Architecture and Design Vol.11 Issue 1, pp.73-91

Belge Tipi: Makale

Yayın Tarihi: 12/2025

Belge Dili: İngilizce

Document ID (Org No.): 2001350201

pISSN: 2149-5904

Virtual Reality

Architectural Education

Design Education

VR Applications

Immersive Learning

Bibliometric Analysis

Sayı

Yazarlar:

Arda Çalışkan | Suzan Girgin Kayaakdag

Yayıncı:

Istanbul Aydin University

Ana Başlıklar:

Architectural Computing and Visualisation Methods | Architectural Design | Materials and Technology in Architecture

Dergi:

A+Arch Design International Journal of Architecture and Design Vol.11 Issue 1, pp.73-91

Belge Tipi:

Makale

Yayın Tarihi:

12/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001350201

pISSN:

2149-5904