Using Virtual Reality to Enhance Learning in a Chinese Architectures Course: A Flipped Classroom Approach

This paper reports a flipped classroom strategy to encourage students to adopt self-learning and peer-learning pedagogies, by using virtual reality technologies to provide immersive environment for the learners. A course of General Education modules in the Arts and Humanities area was selected to design relevant teaching and learning activities. It has always been a challenge to plan activities that engage students from different colleges and departments to learn architectural terminologies. All students enrolled in this module were requested to accomplish VR group activities with assigned mini-tasks, and a questionnaire to assess their perceived learning experience. Also, feedbacks from the survey in open-ended questions of this cohort were collected and analysed qualitatively.