Eray Şahbaz



Historical buildings provide important information about the social life and architectural style of the era in which they were built. Perception of the effect of space by walkthrough is very important to perceive design philosophy of the structure for architecture students. However, for some reason, it may not be possible to see these structures in situ. VR technology has the potential to provide efficient solution to this problem. The study aims to provide an environment where students can learn architectural details and experience spatial effects of the historical buildings with the help of the VR technology as if they were in place.



In the scope of the study, an interactive VR program (IHVR) related with a historical Greek bathhouse has been developed and the effectiveness of it has been tested with a scientific experiment. A group of 45 volunteers from the architectural students were included in the study. The students were divided into three groups of 15 each called VR, field, and classroom. The students in the VR group experienced the IHVR program with virtual reality glasses while the students in the field group experienced the building on site and the classroom group students are told by the traditional method.


According to the test results, the students using the IHVR had a significant success compared to the other groups. It was observed that the interactive structure of the software helped the students to learn the historical building more effectively. As a result of the study, it was seen that IHVR was an efficient hypermedia tool in learning the architectural details and functions of the building.

Practical Implications

Experiencing historical structures in virtual environment as in real helps students to learn the architectural details more efficiently and experience spatial effects of the structure in a realistic way.

Social Implications

The widespread use of virtual reality will facilitate architectural education to keep up with technology and accelerate its adaptation to innovative approaches. The use of these technologies in architectural education will help to attract the interests of students to the subject that is intended to be explained more easily.


The study leads to the development of VR-based hypermedia tools in applied architectural education.


Virtual reality; simulation; interactive learning environments; architecture; hypermedia systems

Full Text:



Alvarado, R. G., & Maver, T. W. (1999). Virtual Reality in Architectural Education: Defining Possibilities. ACADIA Quarterly, 18.

Brey, P. (2014). Virtual Reality and Computer Simulation BT - Ethics and Emerging Technologies. In R. L. Sandler (Ed.), Ethics and Emerging Technologies, 315–332. London: Palgrave Macmillan UK.

Donath, D., & Regenbrecht, H. (1999). Using Immersive Virtual Reality Systems for Spatial Design in Architecture. AVOCAAD’99 Conference, 307–318.

Dorta, T, Kinayoglu, G., & Hoffmann, M. (2014). Hyve-3D: A New Embodied Interface for Immersive Collaborative 3D Sketching. https://doi.org/10.1145/2619195.2656325

Dorta, T, Kinayoglu, G., & Hoffmann, M. (2016). Hyve-3D and the 3D Cursor: Architectural co-design with freedom in Virtual Reality. International Journal of Architectural Computing, 14(2), 87–102.

Haque, M. E. (2006). Virtual Reality and Learner-Centered Pedagogy: Technology’s New Role For The Architectural Engineering Students. In J. Al-Qawasmi, G. P. Vasquez de Velasco, & C. for the S. of A. in the A. Region. (Eds.), Changing trends in architectural design education, 205–215, Morocco: CSAAR.

Jacobson, J. (2008). Ancient Architecture in Virtual Reality ; Does Visual Immersion Really Aid Learning ? Retrieved from http://d-scholarship.pitt.edu/7499/

Jonassen, D. H. (1996). Computers in the classroom: mindtools for critical thinking. In N J Prentice Hall. New Jersey: Merril.

Kraten, M. (2015). Social Presence Theory And Experiential Learning Games. Business Education Innovation Journal, 7(2), 6–16.

Regenbrecht, H., Kruijff, E., Donath, D., Seichter, H., & Beetz, J. (2000). VRAM - a Virtual Reality Aided Modeler.

Roussos, M., Johnson, A., Moher, T., Leigh, J., Vasilakis, C., & Barnes, C. (1999). Learning and Building Together in an Immersive Virtual World. Presence: Teleoper. Virtual Environ., 8(3), 247–263.

Roussou, M. (2001). Immersive Interactive Virtual Reality and Informal Education. Proceedings of User Interfaces for All: Interactive Learning Environments for Children, 1–9. Athens.

Salzman, M. C., Dede, C., Loftin, R. B., & Chen, J. (1999). A Model for Understanding How Virtual Reality Aids Complex Conceptual Learning. Presence: Teleoper. Virtual Environ., 8(3), 293–316. https://doi.org/10.1162/105474699566242

Schank, R. C., Berman, T. R., & Macpherson, K. A. (1999). Learning By Doing. In C. M. Reigeluth (Ed.), Instructional-design Theories and Models: A New Paradigm of Instructional Theory, 161–183. New Jersey: Routledge.

DOI: http://dx.doi.org/10.15320/ICONARP.2020.116
Fatal error: Call to undefined function curl_init() in /var/www/html/iconarp/lib/pkp/classes/webservice/WebService.inc.php on line 198