Data-Driven Human Factors Integration in Architectural Education: A VR-Based Experimental Course Framework for Mitigating Cybersickness via Embodied Cognition Enhancement

DOI: https://doi.org/10.62517/jnse.202517502

Author(s)

Cuina Zhang*, Jiaxin Cao, Ming Wu, Jiayun Wu

Affiliation(s)

Shantou University, Shantou, Guangdong, China *Corresponding Author

Abstract

Traditional architectural pedagogy struggles to convey true spatial depth through flat media and, when VR is introduced, often neglects the cybersickness that undermines both comfort and learning. We propose a four-phase “Theory-Experiment-Analysis-Design” model integrating embodied cognition. Mirror experiments and multimodal data show enhanced embodiment reduces CS, enabling data-driven spatial interventions. In this study, a controlled VR experiment with mirror/non-mirror conditions measured physiological (EDA, HRV) and psychological (SSQ, IPQ) indicators across four stages: theoretical framing, multimodal data collection, statistical analysis, and design transformation into “Window-Mirror” interactive prototypes. Cross-disciplinary guidance ensured technical rigor. Post-course assessments (N=39) revealed: (1) 61.54% demonstrated profound SoE understanding, (2) 64.1% achieved expert VR operation proficiency, (3) 74.4% reported improved spatial interaction skills, and (4) 87.18% preferred VR environments over traditional media. However, only 41% demonstrated the ability to analyze experimental data's implications for design. The framework effectively integrated human factors into pedagogy, offering empirical CS mitigation strategies for immersive environments.

Keywords

VR-Based Architectural Education; Embodied Cognition; Cybersickness Mitigation; Multimodal Data-Driven Design

References

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