| description abstract | This study presents a between- and within-subjects quasi-experiment that investigated the impact of interactive holographic scenes (virtual environment) on learning sensing technologies such as laser scanners, drones, radiofrequency identification devices, and inertial measurement units. To achieve this, the study assessed students’ semester project grades, survey ratings, and spatial reasoning tests in two study groups to investigate the effects of the virtual environment on students’ learning outcomes. The study further assessed the impacts of individual differences in spatial reasoning abilities on learning with the environment. The findings revealed the effectiveness of the virtual environment for learning sensing technologies via higher positive ratings on the postsurvey (57%), a higher number of perfect scores on the semester project (43%), and higher perceived learning gains (71%) for the experimental group. However, higher but not statistically significant evidence that the virtual learning environment might be better than traditional learning methods was highlighted. Qualitative feedback from the students indicated that the virtual learning environment was fun, exciting, and informative. Students noted the need for more interactions with the learning environment during the semester. The study found no relationship between students’ spatial abilities and learning outcomes. This study contributes to the body of knowledge on the potentials of virtual environments for hands-on experiences in construction education. | |
