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<p>The integration of emerging technologies into education is pivotal for developing technological literacy and capability among students. This study investigates the impact of incorporating virtual reality (VR) technology and physiological measurements—specifically electroencephalography (EEG) and galvanic skin response (GSR)—into graduate-level architectural design education. By immersing 30 students in VR simulations of urban public squares with varying dimensions and surrounding architectures, we analyzed their user reactions through physiological data (e.g., EEG and GSR) and their learner reflections through reflective assessments and design project outcomes. The findings reveal that this innovative pedagogical approach not only deepens students' understanding of spatial design principles but also enhances their technological competence and engagement. The study contributes to technology and design education by demonstrating how immersive experiences and biofeedback mechanisms can be utilized to foster 'knowledge in action,' bridging the gap between theoretical understanding and practical application. Implications for curriculum development and the advancement of human-centered design practices within general education are discussed.</p>

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Integrating virtual reality and physiological feedback into architectural education: enhancing technological literacy and experiential learning

  • 期刊论文

  • 发表日期：

    2025年6月2日

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  • Wen Lu,
  • Ning Li

摘要

The integration of emerging technologies into education is pivotal for developing technological literacy and capability among students. This study investigates the impact of incorporating virtual reality (VR) technology and physiological measurements—specifically electroencephalography (EEG) and galvanic skin response (GSR)—into graduate-level architectural design education. By immersing 30 students in VR simulations of urban public squares with varying dimensions and surrounding architectures, we analyzed their user reactions through physiological data (e.g., EEG and GSR) and their learner reflections through reflective assessments and design project outcomes. The findings reveal that this innovative pedagogical approach not only deepens students' understanding of spatial design principles but also enhances their technological competence and engagement. The study contributes to technology and design education by demonstrating how immersive experiences and biofeedback mechanisms can be utilized to foster 'knowledge in action,' bridging the gap between theoretical understanding and practical application. Implications for curriculum development and the advancement of human-centered design practices within general education are discussed.