  This work proposes, implements and tests an immersive framework upon Virtual
Reality (VR) for comprehension, knowledge development and learning process
assisting an improved perception of complex spatial arrangements in AEC in
comparison to the traditional 2D projection drawing-based method. The research
focuses on the prototypical example of construction details as a traditionally
difficult teaching task for conveying geometric and semantic information to
students. Our mixed-methods study analyses test results of two test panel
groups upon different questions about geometric and functional aspects of the
construction detail as well as surveys and interviews of participating
lecturers, students and laypersons towards their experience using the VR tool.
The quantitative analysis of the test results prove that for participants with
little pre-existing knowledge (such as novice students), a significantly better
learning score for the test group is detected. Moreover, both groups rated the
VR experience as an enjoyable and engaging way of learning. Analysis of survey
results towards the VR experience reveals, that students, lecturers and
professionals alike enjoyed the VR experience more than traditional learning of
the construction detail. During the post-experiment qualitative evaluation in
the form of interviews, the panel expressed an improved understanding,
increased enthusiasm for the topic, and greater desire for other topics to be
presented using VR tools. The expressed better understanding of design concepts
after the VR experience by the students is statistically significant on average
in the exam results. The results support our core assumption, that the
presentation of contextual 3D models is a promising teaching approach to
illustrate content.
