  This study aimed to compare and investigate the efficacy of the real-world
experiences, immersive virtual reality (IVR) experiences, and video walkthrough
representations on layout-learning in a complex building. A quasi-experimental,
intervention, and delayed post-test research design was used among three
groups: real-world, IVR, and video walkthrough representation. A total of 41
first-year design students from architecture, and game design departments were
attended the study. Design students were selected as they already know how to
communicate graphically the layout of a building on paper. IVR and video
walkthrough groups experienced the representations of the building by
themselves, but real-world group experienced the building within a group as
imitating a design education field trip. After 10 days, a total of 26
participants out of 41 tested for spatial recall performance. Recall
performances were measured as an indicator of layout learning by analysing the
plan sketches drawn by the participants. Results showed IVR group recalled
significantly more spatial memories compared with the real-world and video
walkthrough representation groups. Real-world group performed the worst among
three groups. This result was interpreted to three conclusions. First, the
layout learning tends to be overly sensitive to distractions and lower levels
of distraction may lead to better levels of layout learning. Second, for the
domain of layout knowledge learning, a remarkably simple IVR model is enough.
Third, although real-world experiences give direct and richer sensory
information about the spaces, layout knowledge acquisition from the surrounding
environment requires psychologically active wayfinding decisions.
