Investigating the Effectiveness of Virtual Augmented Reality on Higher-Order Thinking of Architecture Students in the Building Technical Design Course

Despite the numerous transformations in architectural education over recent decades, fostering creativity and strengthening problem-solving abilities remain the cornerstone of this discipline. There is ongoing debate in academic research about the impact of digital technologies, particularly their role in enhancing students' creative thinking and problem-solving skills. While digital tools promise innovation, their practical outcomes in education require careful investigation to determine their efficacy and address their limitations. This study adopts an applied approach with a mixed-method descriptive design to evaluate the influence of augmented reality (AR) technology on higher-order thinking skills among architecture students, specifically within a Building Technical Design course. To achieve this, the study incorporated both quantitative and qualitative research methods. A questionnaire was administered to compare differences in performance between the experimental group, which utilized AR technology, and the control group, which relied on conventional teaching methods. The qualitative phase included semi-structured interviews and field observations to provide deeper insights into the student experience and learning outcomes. The findings revealed that the use of augmented reality had a significant and positive impact on the creative thinking abilities of students in the experimental group. Specifically, AR technology enhanced three essential components of creative thinking: curiosity, imagination, and flexibility. Students demonstrated a greater ability to explore new ideas, visualize abstract concepts, and adapt their thinking to solve complex design problems. In contrast, the control group, which did not have access to AR, showed comparatively limited progress in these areas. The study also examined the relationship between AR technology and problem-solving skills. The results indicated that augmented reality improved the experimental group’s ability to identify, analyze, and resolve design challenges effectively. A notable finding was that AR reduced the cognitive load on students by offering immersive visualizations and tangible representations of abstract ideas. This reduction in mental effort enabled students to focus their energy on critical thinking and creative problem-solving processes, thereby achieving deeper learning outcomes. In addition to these benefits, qualitative observations and interviews confirmed that augmented reality provided a stimulating and engaging learning environment. By visualizing concepts in three dimensions, AR made complex architectural ideas more accessible, facilitating deeper understanding. Furthermore, the technology increased students' motivation, fostered a greater sense of curiosity, and strengthened their imaginative thinking, which are essential for nurturing creative design solutions. However, the study also identified key challenges associated with AR technology. One significant drawback was a noticeable reduction in social interactions among students. While AR promotes individual engagement, it can inadvertently limit collaborative learning experiences, which are crucial for teamwork and communication skills in architecture. Additionally, the reliance on virtual tools may impede the development of practical, hands-on skills and real-world experience that are fundamental for architectural practice. The research concludes that augmented reality is a powerful educational tool that can significantly enhance creativity, problem-solving abilities, and cognitive efficiency in architecture students. Nevertheless, to maximize its effectiveness, a balanced approach is necessary—integrating AR technology with conventional teaching methods that emphasize teamwork, practical skills, and experiential learning.