Enhancing Building Technology Education through the Integration of Virtual Reality (Published)
This study investigated the role of Virtual Reality (VR) in enhancing building technology education across Nigerian tertiary institutions. Data were gathered from 162 respondents, including Educators and Students, via a survey. Descriptive and inferential statistics revealed moderate familiarity and limited institutional adoption of VR (mean = 2.29). However, the respondents demonstrated a strong awareness of its potential benefits (mean = 3.64) and relevance in bridging practical skill gaps (mean = 4.46). Notable challenges of utilizing VR included inadequate infrastructure, financial constraints, and limited training opportunities, corroborating global and local findings. Despite these barriers, VR was perceived as highly effective in improving student engagement (mean = 4.67) and practical skill development (mean = 4.72). Statistical analyses confirmed significant differences in perceptions between educators and students regarding familiarity and challenges (p < 0.05). The study emphasizes the need for strategic investments and curriculum restructuring to harness VR’s potential in addressing skill gaps in Nigeria’s building technology education, while proposing an implementation strategy for integrating VR into curricula, which includes developing VR modules that align with educational objectives, investing in necessary technology and infrastructure, and providing comprehensive training for educators. This research furnishes valuable perspectives on leveraging VR to enhance building technology education, with the ultimate objective of enhancing educational accomplishments and better equipping students for careers in the field.
Keywords: Curriculum Development, Nigerian tertiary education, building technology education, student engagement, virtual reality