VR headset vs. PC screen as virtual learning tour interface for Chinese architecture heritage investigation

Abstract

In design education, integrating digital tools has revolutionized pedagogical approaches. This study examines the impact of VR HMDs and PC screens on learning ancient Chinese architecture using a virtual tour. Involving 22 students, it assessed simulator sickness, user experience, and spatial awareness. Results show VR had a more positive spatial learning experience but the same learning outcomes. VR enhances presence but increases simulator sickness. The study underscores VR's potential and limitations in ancient Chinese architectural education, suggesting future research directions.