VIRTUAL REALITY AND EXPERIENTIAL LEARNING: A “TEACHING SITE” TOO (RE)INTEGRATE CONSTRUCTION AND DESIGN INTO ARCHITECTURE EDUCATION

Abstract

This article discusses how architecture education can benefit from a virtual reality “didactic construction site” to integrate theory and practice in construction education. Based on educational theories (Dewey, Kolb, Freire, and Schön), the text analyzes the recurring gap in technical learning, often dissociated from design disciplines. A prototype of a virtual construction site developed in Unity is presented, with guided and free interactions that allow students to experience construction procedures and, simultaneously, relate them to design decisions. The research was applied in an optional course with students from different semesters of an architecture course. Results indicate greater engagement, critical reflection, and practical understanding of the construction stages, expanding student autonomy and the correlation between design and execution. The potential contributions to the training of more complete professionals, technical challenges (such as cyber disease and infrastructure), and possibilities for expansion beyond the field of architecture are discussed, signaling paths for other educational areas interested in immersive practices and active teaching methodologies.