Technological Institute of the Philippines

P. Casal St. Quiapo, Manila

College of Engineering and Architecture
Architecture Department

Research and Method for Architecture

PRELIM PLATE

Exploring the Effectiveness of Integrating Virtual Reality (VR) in Technological Institute of the
Philippines, College of Architecture

In Partial Fulfillment of Requirements for the Course

Research and Method for Architecture

PREPARED BY:
Arejola, Hannah Kimberly J.
Carreon, Mary Joyce M.
Glipo, Cyrene M.
Gosim, Aron Frank D.
Lasam, Jay Mark P.
Vidanes, Louise Paula E.

COURSE INSTRUCTOR:
Ar. De Asis

MARCH 1, 2024
 Technological Institute of the Philippines
P. Casal St. Quiapo, Manila
College of Engineering and Architecture
Architecture Department

TABLE OF CONTENTS
CHAPTER I: INTRODUCTION................................................................................................................. 3
A. Background of the Study................................................................................................................ 3
B. Project Setting................................................................................................................................ 4
Statement of the Problem........................................................................................................... 5
Objectives of the Study...............................................................................................................5
Scope and Limitations of the Study............................................................................................ 5
Definitions of Terms.................................................................................................................... 5
Importance of the Study..............................................................................................................6
CHAPTER II: RESEARCH FRAMEWORK...............................................................................................6
A. Review of Related Literature............................................................................................................
B. Theoretical Framework.....................................................................................................................
C. Conceptual Framework....................................................................................................................
D. Hypothesis.......................................................................................................................................
 Exploring the Effectiveness of Integrating Virtual Reality (VR)
in Technological Institute of the Philippines, College of Architecture

CHAPTER I: INTRODUCTION
A. BACKGROUND OF THE STUDY

Nowadays, technology has become an integral part of modern human existence, profoundly influencing
various aspects of our lives. From communication to healthcare, and entertainment education, the
pervasive reach of technology has reshaped how we interact with the world. Focusing on the education
field, technological advancements have brought about a new era of immersive experiences, and one of
the most exciting innovations is virtual reality (VR). Initially, a concept that belonged in the realm of
science fiction, VR is now a tangible tool used across various industries. In architecture, it has made a
significant impact, creating realistic and interactive worlds that accurately replicate architectural spaces.
This technology has transcended traditional boundaries, providing architects and designers with a
powerful tool to transform how we think about, visualize, and interact with architectural spaces.

As technology continues to advance, the integration of Virtual Reality in architectural education

promises to shape a new generation of architects equipped with both theoretical knowledge and
practical skills, ready to navigate the intricacies of the architectural landscape. This hands-on approach
to learning allows students to manipulate virtual elements, experiment with various design
configurations, and receive immediate visual feedback, fostering creativity and design exploration.
However, despite the increasing interest in virtual reality (VR) technology in architectural education,
there is a lack of evidence to support its effectiveness and identify its specific advantages and
limitations.

The integration of Virtual Reality (VR) technology into architectural education is a growing trend that are
keen to explore. By incorporating VR into architectural education, this study can offer students a
hands-on learning approach that enables them to manipulate virtual elements, experiment with diverse
design configurations, and receive immediate visual feedback. It is essential to equip future architects
with a comprehensive skill set that combines theoretical knowledge with practical experience to
navigate the complexities of the architectural field successfully. This immersive learning experience
fosters creativity and encourages design exploration, empowering students to develop innovative
solutions to architectural challenges. The end goal of this study is to be able to bridge the gap between
theory and practice by applying VR technology in schools, offering students a dynamic and interactive

3
 Exploring the Effectiveness of Integrating Virtual Reality (VR)
in Technological Institute of the Philippines, College of Architecture

learning environment that prepares them for real-world architectural practice. However, despite the
growing interest, there remains a lack of substantial evidence to fully understand the effectiveness of
VR technology in architectural education and to identify its specific advantages and limitations. Hence,
conducting this study will provide valuable insights that will help harness the full potential of VR in
architectural education, ensuring that future architects are fully equipped with the skills they need to
succeed.

STATEMENT OF THE PROBLEM

As technology continues to advance, Virtual Reality (VR) has been increasingly integrated into various
fields, including architecture education, offering unique opportunities for learning, design exploration,
and collaboration. However, The Architecture Department of the T.I.P. Manila has not yet included this
technology in its curriculum. With that, the researchers aim to respond to the following questions:

1. How does VR technology compare to traditional teaching methods in terms of effectiveness

and student satisfaction in architectural education?

2. What are the potential challenges and limitations associated with implementing VR technology
in architectural education?

3. What are students' perceptions and experiences regarding the use of VR technology in
architectural education?

4. How can the Institution effectively integrate VR technology into the curriculum to maximize its
benefits and address its limitations?

4
 Exploring the Effectiveness of Integrating Virtual Reality (VR)
in Technological Institute of the Philippines, College of Architecture

OBJECTIVES OF THE STUDY

Major Objectives:
The major objectives are to provide Architectural/ Engineering students with memorable and immersive
experiences that cannot be achieved through traditional classroom methods.
Minor Objectives:
● To simulate the real world with the help of Virtual Reality (VR) and anticipate how their designs
will function in different contexts and conditions.
● To enhance spatial understanding, students can use Virtual Reality (VR) to immerse
themselves in architectural spaces that they design or study.
● To minimize the requirement of physical models and materials that have been conventionally
utilized in architectural education.
● To prepare architecture students for industry trends, Virtual Reality (VR) can be used for
design visualization, client presentations, and project collaboration.
● To provide students with opportunities to enhance valuable skills and gain familiarity with the
tools and technologies used in professional practice

SCOPE AND LIMITATIONS OF THE STUDY

This research focuses on investigating the effectiveness of integrating virtual reality (VR) within the
Technological Institute of the Philippines, College of Architecture. The study will assess learning
outcomes, pedagogical strategies, and practical skill development while considering resource utilization
and feedback mechanisms. The findings are limited to the architecture student studying at the
Technological Institute of the Philippines, Manila. By recognizing these limitations, the research aims to
provide a comprehensive understanding of the practical implications and challenges associated with
incorporating VR in architectural education within this school.

5
 Exploring the Effectiveness of Integrating Virtual Reality (VR)
in Technological Institute of the Philippines, College of Architecture

DEFINITIONS OF TERMS
For a better understanding of this research, the following terms are defined
● Architecture - It refers to the art and technique of designing and building, as distinguished
from the skills associated with construction.
● Curriculum - It refers to the outline concepts to be taught to students to help them meet the
content standards.
● Technology - It refers to the application of scientific knowledge to the practical aims of human
life.
● Virtual Reality - It refers to the use of computer technology to create simulated environments.

PURPOSE OF THE STUDY

In the growing field of architecture, the introduction of technology has reshaped the way we learn and
design. Virtual Reality (VR) emerges as a promising tool that could revolutionize architectural
education. This study aims to delve into the impact of integrating VR into architectural learning. The
specific purpose of the study is the following:
● To see if using VR helps us understand architectural concepts better and if it makes learning
more enjoyable.
● By figuring out how VR can be a great teaching tool, we aim to discover new and interesting
ways to teach architecture.
● To know if using VR keeps us more interested and motivated in our architecture classes
compared to the traditional methods.
● Evaluate whether VR facilitates iterative design processes and how it contributes to refining
architectural solutions.
● To find out if VR can provide feedback that helps us improve our designs faster, and if it makes
the design process more appealing.

6
 Exploring the Effectiveness of Integrating Virtual Reality (VR)
in Technological Institute of the Philippines, College of Architecture

CHAPTER II: RESEARCH FRAMEWORK

A. REVIEW OF RELATED LITERATURE

FOREIGN RELATED STUDIES

Historical Architecture Pedagogy Meets Virtual Technologies: A Comparative Case Study

The integration of digital technologies in education, particularly in architectural teaching, has become
increasingly significant in the intelligent era. However, there is a lack of discussion on the suitability of
virtual technologies for teaching historical buildings. This study proposes an adaptive evaluation system
for virtual technologies, focusing on 360-degree panoramic technology (360-degree PT), Immersive
Virtual Reality (IVR), and Desktop Virtual Reality (DVR) technologies.

Previous research suggests that IVR technology enhances learning outcomes and sense of presence,
360-degree PT enhances perception of architectural features, and DVR technology improves learning
efficiency. However, augmented reality (AR) and mixed reality (MR) technologies show lower
adaptability.

This research contributes by providing insights into selecting appropriate virtual technologies for
teaching historical architecture. While valuable, the study has limitations, including non-significant
differences in some indicators like spatial cognition. Future research should focus on improving
technical sophistication and conducting more comprehensive analyses to deepen understanding and
advance teaching methods in historical architecture.

Immersive virtual reality to enforce teaching in engineering education

To prepare civil engineering students for the future, it is important to provide them with
hands-on training and interactive methodologies using IT and engineering concepts. Virtual reality
technology can help with this by providing real-time visualization and interactivity in 3D virtual worlds
that closely resemble real-world scenarios. Recent advancements in VR technology have made it
possible to integrate these systems into new game consoles and consumer devices, which is changing
the gaming industry. VR and AR startups have emerged, showing the potential of this technology to
affect how people work, exercise, communicate, and learn.

7
 Exploring the Effectiveness of Integrating Virtual Reality (VR)
in Technological Institute of the Philippines, College of Architecture

Since engineers are problem solvers, it is important to encourage creative and critical thinking
in engineering education. VR has been studied extensively in this context to explore its effects on
teamwork, engagement, retention, and motivation. In one approach, VR is used in conjunction with PBL
to design and implement a product using 3D software. The virtual reality immersive CAVE display is
then used to evaluate the design. “The VR technology is already presented as an efficient paradigm for
education” (Osama Halabi, 2020)

Virtual reality space in architectural design education: Learning effect of scale feeling
The study evaluated the learning influence of scale sensing by utilizing undergraduate
architectural students as subjects and comparing vocal responses to the length of certain items before
and after training using virtual reality (VR) or actual space. The results showed that older students
showed a slight drop: 3.1% with actual space and 8.2% with VR, whereas younger students with no
prior architectural expertise showed a 19.4% decrease in inaccuracy following VR training and a 31.4%
decrease in real space. Students receiving instruction in real space performed comparably to those
receiving instruction in virtual reality.
Virtual reality (VR) was first tested in the Chugoku region of Japan through a survey of
designers' comfort levels with VR applications. The survey's purpose was to find out if VR may
eventually replace physical space in architectural education. Twelve university professors with
backgrounds in architectural design or design education were among the subjects. Concerns about the
scale feeling, or the capacity to perceive length visually in virtual reality, were voiced by numerous
educators. Professors that took part in the discussion made statements like, "It's hard to understand
distance in VR space," and "It's more intuitive to nurture scale feeling by hand drawing than through
VR." The goal of the study is to find out if employing virtual reality space rather than actual space to
accomplish the same goal can help architecture students develop a better sense of scale. It assesses
which level of university architectural education is best suitable for using virtual reality space to give
students a better sense of scale. By comparing the impacts of training on scale feeling between a VR
environment and real space, as well as between people with and without architecture education,
experiments were carried out to validate the efficacy of virtual reality.
The study's findings demonstrate that using virtual reality (VR) in architecture classes can
enhance students' sense of scale, much like in the real world. It is more relevant to teach pupils who
have no prior architectural knowledge than to teach those who have when using VR space to teach

8
 Exploring the Effectiveness of Integrating Virtual Reality (VR)
in Technological Institute of the Philippines, College of Architecture

scale feeling. The study also discovered that the capacity to perceive length can only grow to a certain
extent. It is possible to lower the response inaccuracy's absolute value to 15% of the object length.

Integrating virtual reality technology into architecture education: the case of architectural
history courses

Virtual reality (VR) is a digital tool that allows users to be present in an environment they are
not physically in, giving them the sense of real presence through sensorial stimuli. With the help of
devices like headsets, goggles, gloves, and clothing, users can interact with a 3D artificial space
generated through computational modeling and simulation. In the fields of engineering and architecture,
VR can be used for design solutions and proposal visualization, which are crucial for understanding the
various stages of new design solutions development.

The use of virtual models, compared to the use of technical drawings, can contribute to greater
efficiency in project communication. Virtual models said that it has a greater connection with the way
human beings perceive real objects, facilitating the identification and understanding of the conceived
object. To integrate new technologies like VR into the product design process, especially in the design
phase, is essential to overcome conventional interface drawbacks, such as product visualization for
designers and consumers, both in conception and in understanding the object's tri-dimensionality and
scale. “VR has a high potential to be used in architectural history courses”. (Anwar Ibrahim, Amneh
Ibrahim Al-Rababah, Qanita Bani Baker,2021)

Virtual reality learning environment for enhancing electronics engineering laboratory experience
Engineering laboratory courses have a significant role in building practical knowledge and
enhancing the skills of the students. While working in electronics laboratories, students often operate
complicated laboratory equipment and juggle through a set of multiple knobs and buttons to configure
the equipment(s). It takes a lot of practice to master the skill of operating the laboratory equipment and
it becomes difficult for students to operate the equipment without any prior experience. Virtual reality
(VR) is the emerging technology and has the potential to provide a better learning experience to the
students. In this paper, a VR‐based learning environment (VLE) is developed, which aims to give prior
training to the engineering students about the electronics laboratory hardware. An experimental study
was conducted to measure the effectiveness of VR on student knowledge development, learning
motivation, and cognition. The study was conducted among the 65 engineering students and they were

9
 Exploring the Effectiveness of Integrating Virtual Reality (VR)
in Technological Institute of the Philippines, College of Architecture

randomly divided into two groups: treatment group (N = 33) and control group (N = 32). The students of
the treatment group were taught with the VR approach and students of the control group were taught
with a conventional teaching approach. The outcomes of the experiment indicate that VR has a
significant positive impact on student knowledge, learning motivation, and cognition. By interacting with
the three‐dimensional virtual models of the laboratory instruments, students were able to demonstrate
an improved understanding of the laboratory hardware. Also, the treatment group students mentioned
that they were not worried about the equipment malfunction that has further enhanced their confidence
and reduced the cognitive load.

10
 Exploring the Effectiveness of Integrating Virtual Reality (VR)
in Technological Institute of the Philippines, College of Architecture

LOCAL RELATED STUDIES

Technology Adoption of Augmented and Virtual Reality in a Progressive Philippines: A

Socio-Techno-Economical Analysis.\
In today's information-driven age, amid the rapid evolution of digital technology, Virtual Reality
(VR) and Augmented Reality (AR) are recognized for their immense potential to reshape various
sectors including gaming, entertainment, education, tourism, architecture, automotive, defense, and
healthcare. While AR and VR hold significant promise, they encounter numerous challenges. Chief
among these challenges, as identified in this study, are concerns regarding the privacy and security of
users, with risks of unauthorized access to personal data. Additionally, issues such as affordability,
latency, health-related worries, usability challenges, and ethical dilemmas are being actively addressed
in recent research efforts to facilitate wider adoption of these technologies. Although manufacturers and
industry stakeholders bear much of the responsibility for addressing these concerns, policymakers also
have a crucial role in striking a balance and establishing regulations conducive to the growth and
adoption of AR and VR. This study underscores the importance of policy interventions and highlights
several recommendations aimed at fostering the technology adoption of augmented and virtual reality.

The Impact of Virtual Reality in Maritime Education and Training: The Case of the Maritime
Academy of Asia and the Pacific
A revolutionary development in computer-assisted learning is the application of virtual reality
(VR) to education. Through a thorough examination of the literature, the study tracked the development
of virtual reality (VR) in education and its advancement in maritime education and training (MET) both
locally and internationally. The study compared the effectiveness of virtual reality-based education with
traditional teaching techniques using a case study methodology. The two sets of examinations given to
the two student groups from the Maritime Academy of Asia and the Pacific (MAAP) were the Diagnostic
Test and the Assessment Test. Each test set contained 25 questions. T-tests were utilized as
the framework for the analysis to determine the significance of the difference between the two sample
means. Both of the experiment's two separate treatments—traditional instruction and VR-based
instruction—had a normal distribution, two independent samples, and the same variance. Since the p
value was less than 0.05, the null hypothesis—which held that there was no appreciable difference
between the two methods of VR-based instruction and traditional teaching—was rejected. The mean
score for VR-based instruction was 20.84%, compared to 10.44% for traditional teaching. The primary

11
 Exploring the Effectiveness of Integrating Virtual Reality (VR)
in Technological Institute of the Philippines, College of Architecture

conclusion of the study about the advantages of VR-based education was that it might include students
and bring excitement and enjoyment while also immersing them in situations that would help with
retention in general. Furthermore, almost all of the students said that they would support and utilize
virtual reality in training and education if given the opportunity. Virtual reality (VR) was generally well
received by the students, several of whom commented on how lifelike the virtual environment could be
when wearing VR goggles. Furthermore, the research findings indicate that the utilization of simulation
technologies in training and education can furnish the requisite proficiency among
Safety of maritime vessels and seafarers

Practitioners’ attitudes and perceptions toward the use of augmented and virtual reality
technologies in the education of students with disabilities
This study surveyed school professionals about their perceptions and attitudes toward using
AR and VR in their work with children with disabilities. Survey data were collected from 257 participants
in 45 states across the United States and from the Philippines. The findings indicated that very few
practitioners used AR (n = 26) or VR (n = 19) in their practices, with nine participants using both AR
and VR. Most of the participants who used AR or VR received training or had knowledge of how to use
the technology and had technical support available. Similarly, the majority of the participants who did
not use AR or VR reported a lack of training or knowledge of how to use the technology and a lack of
financial resources. Participants who reported using AR were significantly younger than those who
reported that they did not use AR, but there were no other significant differences between the groups.

Experiences in Implementing an ICT-Augmented Reality as an Immersive Learning System for a

Philippine HEI
This paper presents the experiences in building and implementing a 3D avatar-based virtual
world (3D-AVW) as a VLE (3D-AVLE) for the Technological University of the Philippines-Taguig
(TUP-T), a higher education institution (HEI) in the Philippines. Free and Open Source Software
(FOSS) systems were used, such as the OpenSimulator and various 3D renderers, to create a replica
of the TUP-T campus in a simulated 3D world. The 3D-AVLE runs in a single server that is connected to
the learners' computers via a simply-wired local area network (LAN). The use of various networking
optimization techniques was experimented on to provide the learners and the instructors alike a
seamless experience and lag-less immersion within the 3D-AVLE. With the current LAN setup in TUP-T,
the optimal number of concurrent users that can be accommodated without sacrificing connectivity and

12
 Exploring the Effectiveness of Integrating Virtual Reality (VR)
in Technological Institute of the Philippines, College of Architecture

the quality of virtual experience was found to be at 30 users, exactly the mean class size in TUP-T. The
3D-AVLE allows for recording of the learners' experiences which provides the learners a facility to
review the lessons at a later time. Classes in fundamental topics in engineering sciences were
conducted using the usual teaching aid technologies such as the presentation software, and by
dragging-and-dropping the presentation files to the 3D-AVLE, resulting in increased learning curve by
both the instructors and the learners.

UPCD becomes first dental school in PH to use computer-based virtual reality

The University of the Philippines Manila College of Dentistry (UPCD) has taken a
groundbreaking step in dental education by introducing computer-based virtual reality (VR) simulation
to train future dentists. This innovative technology is designed to replicate the soft and hard tissues of
the teeth, providing a realistic training environment that bridges the gap between clinical and preclinical
training, with an added benefit of clinical diagnosis. The introduction of such advanced technology has
marked a new era in dental education in the country, as UPCD becomes the first and only school to
incorporate VR simulation into its training programs. This move has revolutionized the way dental
education is imparted, allowing students to develop essential psychomotor skills, hand-eye coordination
and manual dexterity in a highly immersive, interactive and engaging environment.

The UPCD has invested in the preparation of several teaching modules which will be used for
the different courses in the new laboratory. The VR simulation-based education is a powerful tool that
provides an opportunity for students to learn and practice various dental procedures, without the use of
conventional phantom head simulators. This technology allows students to gain practical skills and
experience in a safe and controlled environment, without putting real patients at risk. The incorporation
of VR simulation technology in dental education is a significant step towards improving the quality of
dental practice and patient care. By providing a realistic training environment, future dentists will be
better equipped to diagnose and treat dental problems with precision and confidence. Overall, this
innovative approach to dental education is expected to have a positive impact on the dental profession,
making dental treatments more accessible, efficient, and effective.

13
 Exploring the Effectiveness of Integrating Virtual Reality (VR)
in Technological Institute of the Philippines, College of Architecture

B. CONCEPTUAL FRAMEWORK

C. THEORETICAL FRAMEWORK

Constructivism Learning Theory

According to Jean Piaget's “constructivism learning theory”, learning is an active process in

which students build their knowledge of the outside world via interactions and experiences. Other
proponents of this theory, like Lev Vygotsky, Jerome Bruner, and Seymour Papert, have elaborated
upon it. In the context of VR and AR, Vygotsky's focus on social interaction and teamwork in learning is
particularly relevant. In virtual environments, collaborative learning can give students the chance to
collaborate and build knowledge through interactions with other students. VR and AR learning are
impacted by Bruner's emphasis on the teacher's role in helping students build their knowledge. To help
students explore virtual worlds and build their conceptual understanding, teachers could take on the
role of guides. In the context of VR and AR, Papert's perspective on the use of technology as a tool to
help learners create their learning is very relevant. With the use of these technologies, students can
engage in previously impracticable interactions with virtual settings and objects, giving them the chance
to build their comprehension of challenging ideas.

Virtual reality and augmented reality have been extensively investigated in constructivism
learning theory, with VR and AR, students may actively create their comprehension of complex ideas
and concepts by immersing them in an immersive and engaging environment. Given that VR and AR

14
 Exploring the Effectiveness of Integrating Virtual Reality (VR)
in Technological Institute of the Philippines, College of Architecture

offer learners an immersive and interactive environment that enables them to explore, experiment, and
make logical sense of what they see and experience, they can help students build their knowledge
through experiences and interactions with the outside world, in line with the constructivism learning
theory. Learners can actively create their comprehension of challenging ideas and concepts through
hands-on learning with the use of these technologies, which promotes greater comprehension and
long-term memory retention. Additionally, integrating VR and AR into educational settings can provide
an atmosphere of safety where students can try new things and learn from their errors without fear of
negative outcomes. According to this hypothesis, virtual reality (VR) and augmented reality (AR) can
improve learning by giving students a more dynamic and engaging learning environment that allows
them to build their knowledge.

D. HYPOTHESIS
Integrating Virtual Reality (VR) into architectural education significantly enhances students' spatial
understanding, design comprehension, and overall learning outcomes compared to traditional methods.

15
 Exploring the Effectiveness of Integrating Virtual Reality (VR)
in Technological Institute of the Philippines, College of Architecture

REFERENCES:
Benzar Grepon & Aldwin. (2021). Architectural Visualization Using Virtual Reality: A User Experience in
Simulating Buildings of Community College in Bukidnon, Philippines.
https://typeset.io/papers/architectural-visualization-using-virtual-reality-a-user-5co910dziy

Brau, B. (2020). The Students’ Guide to Learning Design and Research. In edtechbooks.org. EdTech
Books. https://edtechbooks.org/studentguide/constructivism

Nigh H., Daisaku N.,So S., Rui J., Sayaka K., Hiroshi O., & Akihiro S. (2024). Virtual reality space in
architectural design education: Learning effect of scale feeling, Volume 248, 15 January 2024, 111060.
https://www.sciencedirect.com/science/article/pii/S0360132323010879

Halabi, O. Immersive virtual reality to enforce teaching in engineering education. Multimed Tools Appl
79, 2987–3004 (2020). https://doi.org/10.1007/s11042-019-08214-8

Guo, Xiang-Min, et al. “Historical Architecture Pedagogy Meets Virtual Technologies: A Comparative
Case Study.” Education and Information Technologies, 15 Jan. 2024,
link.springer.com/article/10.1007/s10639-023-12420-1?fbclid=IwAR1-SmmWXPCmIjpfQz7QvA7ROSr4
etF615d29XylN8I1wSoc0__71lG1TAU, https://doi.org/10.1007/s10639-023-12420-1

Ibrahim, A., Al-Rababah, A.I. and Bani Baker, Q. (2021), "Integrating virtual reality technology into
architecture education: the case of architectural history courses", Open House International, Vol. 46 No.
4, pp. 498-509. https://doi.org/10.1108/OHI-12-2020-0190

Grace, Mary, et al. Technology Adoption of Augmented and Virtual Reality in a Progressive Philippines:

A Socio-Techno-Economical Analysis. 1 Dec. 2022, ieeexplore.ieee.org/document/10109429,

https://doi.org/10.1109/hnicem57413.2022.10109429

Gurjinder, Singh., Archana, Mantri., Ojaswa, Sharma., Rashpinder, Kaur. (2021). Virtual reality learning
environment for enhancing electronics engineering laboratory experience. Computer Applications in
Engineering Education, 29(1):229-243. doi: 10.1002/CAE.22333

16
 Exploring the Effectiveness of Integrating Virtual Reality (VR)
in Technological Institute of the Philippines, College of Architecture

‌Valdez, N. R., Rivera, M. V., & Pabico, J. P. (2015). Experiences in Implementing an ICT-Augmented
Reality as an Immersive Learning System for a Philippine HEI. arXiv preprint arXiv:1601.06825.

Yakubova, G., Kellems, R. O., Chen, B. B., & Cusworth, Z. (2022). Practitioners’ attitudes and
perceptions toward the use of augmented and virtual reality technologies in the education of students
with disabilities. Journal of Special Education Technology, 37(2), 286-296.

17