Comparison of Single and Multiuser Immersive Mobile Virtual Reality Usability in Construction Education

Research output: Contribution to journalArticleResearchpeer-review

15 Citations (Scopus)
245 Downloads (Pure)


Immersive virtual reality (IVR) and mobile technologies have been identified as important in reimaging information delivery and pedagogy. This, coupled with evolving research in single (SUVR) and multiuser (MUVR) IVR environments, may enhance educational practice. However, there is limited research on the impact of such technologies on the learners' experience in authentic learning environments, such as building information modeling in architecture, engineering, and construction (AEC) workflows. This paper addresses this through a study of forty-eight participants recruited from a postgraduate construction course at an Australian University to answer a research question on how mobile MUVR is more useable than mobile SUVR when experiencing building information models. A within-subjects' experiment was performed using a mixed-methods approach assessing participant mobile IVR Usability on a 5-point Likert scale across four constructs and analysis of reflective sentiment and essays. The results show that when the participants moved from SUVR to MUVR, this significantly increased the overall perceived mobile IVR Usability. Combined with the qualitative analysis, these results suggest that MUVR influences mobile IVR Usability and an increase in learner experience. This study can be used as a launchpad for future research that will explore the causes of the evolution of the enhancement that MUVR provides, expanding beyond the scope of AEC education and industries.
Original languageEnglish
Pages (from-to)93-106
Number of pages14
JournalEducational Technology and Society
Issue number2
Publication statusPublished - 28 Mar 2021


Dive into the research topics of 'Comparison of Single and Multiuser Immersive Mobile Virtual Reality Usability in Construction Education'. Together they form a unique fingerprint.

Cite this