Use of virtual reality in construction education: USA educators' perspectives

Purpose – With the growing use of virtual reality (VR) in the design and construction industry, construction higher education has begun to integrate VR. Its current use by construction educators is limited to specific applications, and there is a lack of a comprehensive understanding of its overall utilization in construction education. This study investigated the integration of VR in construction education, focusing on the extent of its usage, factors influencing adoption, and the perceived benefits and barriers by educators in the USA. Design/methodology/approach – This study utilized a descriptive research design using a quantitative method. Data were collected through surveys of faculty members teaching in higher education construction programs across the USA affiliated with the Associated Schools of Construction (ASC). The collected data were cleaned, sorted, organized and then analyzed using descriptive statistics. Findings – Key benefits of VR, as perceived by educators, include enhanced student engagement and improved learning outcomes; however, there is some skepticism regarding its effectiveness as a teaching tool. At present, it is primarily utilized in areas like construction methods, materials and safety, while its application in areas such as cost estimation and sustainability remains relatively limited. Adoption of VR in construction higher education is facilitated by factors such as faculty training and institutional support, highlighting the direction of required efforts to fully realize VR's potential in construction education. Originality/value – Unlike most published studies that conducted meta-analyses of existing literature or examined specific VR applications in construction education, this study provides a comprehensive overview of VR use in construction higher education, based on survey responses from educators across the USA.