The ability of virtual reality to assess the psychological aspects of educational spaces

Abstract

The purpose of the experimental investigation was to determine whether virtual reality technology might be used to measure psychological factors. To fulfil the study's objective, the researcher built a 3D model of a school that would be shown to physically impaired people in a virtual reality (VR). A checklist was created to ensure the school meets the needs of physically challenged students. The researcher followed two paths to prove the research hypothesis:

1. Immersion of the disabled in a virtual model to obtain their responses to the different educational spaces.


2. Evaluation of some experts in the field of (Architectural Design-Interior Design).

The results of comparing the two courses revealed no statistically significant differences between them, supporting the research premise that virtual reality has the potential to promote psychological considerations in learning environments. The scientific contribution of the thesis is the design criteria that consider the psychological, social, and mobility needs of the disabled, the use of virtual reality technology with a Head Mounted Display (HDM) system in evaluating educational spaces according to psychological aspects, as well as using this technology in the process of architectural design and participation of users in the design processes to know their requirements.