2025/12/03 by Flora Fakourian, Mehdi Khakzand, Esra Kurul +1 · 1 voice
Computer Science · Engineering · #Augmented Reality Applications #Virtual Reality Applications and Impacts #Spatial Cognition and Navigation
paper · pdf · doi:10.1007/s43995-025-00261-7
openalex created_date 2025/12/03 · openalex publication_date 2025/12/03 · openalex updated_date 2026/07/14
Abstract This systematic review examines the integration of Mixed Reality (MR) encompassing Virtual Reality (VR) and Augmented Reality (AR) in architectural basic design education. A comprehensive search across five academic databases identified 96 studies published between 2013 and 2023. Our analysis organized these findings into a five-dimensional value framework through a two-stage screening and thematic coding process. The framework encompasses five dimensions: Cognition & Design Thinking, Experience, Pedagogy & Practice, Design Process, and Creativity. The analysis reveals that MR enhances spatial reasoning, accelerates design iteration, and enriches experiential and studio-based learning. These dimensions frequently overlap, particularly between cognition and experience, with creativity serving as a bridging factor that links technological interaction to learning outcomes. To represent this dynamic relationship, this review introduces a flow-based conceptual model that traces the progression from technological inputs to experiential processes and learning outcomes. Despite its pedagogical potential, MR faces challenges related to curricular integration, digital dependency, and the lack of longitudinal empirical research. This review consolidates fragmented findings into a coherent framework, providing both theoretical insight and methodological guidance for future studies. By focusing exclusively on MR applications, the review also highlights the need for broader comparative analyses that include extended XR approaches to enhance generalizability.