Immersive learning technologies in architecture and urbanism: a four-dimensional critical review

Abstract

The use of Immersive Learning Technologies (ILT) has become widespread in recent years. This article offers a critical analysis of their implementation in the teaching of architectural theory and history, introducing the methodological innovation of an analytical framework in four dimensions (sensory, cognitive, emotional, and social). Based on a literature review and the analysis of three case studies (immersive virtual reality, augmented reality, and game-based learning), the study sought to understand the pedagogical scope and limitations of these technologies. The results show that the sensory and emotional dimensions are privileged, particularly through the digital reconstruction of buildings, an advanced field in architecture that enhances immersion. Cognitive aspects are most evident in gamified experiences, where narrative, characters, and challenges act as learning stimuli, especially when tasks align with the higher levels of the revised Bloom’s Taxonomy, enabling analysis and creation, as demonstrated in immersive studio projects. However, the social dimension of learning remains largely unexplored, with little or no collaborative or interdisciplinary activity. These findings also point to risks of cognitive overload in hyper-realistic environments. Despite the limitations of scope and approach, this study opens the discussion on the implementation and critical evaluation of ILT in the teaching of architectural theory and history and related fields. It concludes that, in order to expand the potential of ILT, it is necessary to design inclusive and collaborative practices, articulated with principles such as Universal Design for Learning, while reflecting on methodological and curricular implications.