Author(s):
The educational applications of extended reality (XR) modalities, including virtual reality (VR), augmented reality (AR), and mixed reality (MR), have increased significantly over the last ten years. Many educators within the Architecture, Engineering, and Construction (AE/C) related degree programs already have familiarity with these visualization methods through disciplinary expertise. As such, many AE/C educators are showing increasing interest in using these modalities in classrooms hoping to explore their potential benefits for various student outcomes. However, given the number of technologies available and the fact that they are not only expensive but also become quickly outdated, there is a lack of clarity about the definitions, capabilities, limitations, and applicability of the different XR modalities in various educational contexts. This lack of clarity, combined with limited faculty time and lack of financial resources, can make it overwhelming for educators to choose the right XR modality to accomplish the desired educational objectives. Grounded in a comprehensive literature review and the educational framework of the Model of Domain Learning, this lightning talk presents a decision-making framework to help AE/C educators select the appropriate technologies, platforms, and devices to use for various educational outcomes (e.g., learning, interest generation, engagement) considering factors such as budget, scalability, space/equipment needs, and the potential benefits and limitations of each XR modality. While the context of the current IUSE project (#2202290) is AE/C education, it is suggested that the framework can be adopted to other STEM disciplines.
