Virtual Reality for Tacit Knowledge in Design Education

Developing tacit knowledge (TK) is critical in architectural education (AE) for cultivating skilled and intuitive architects. Traditional architecture teaching methods that rely primarily on the learning-by-doing approach frequently overlook the complexities of TK. This knowledge stems from shared experiences and social interactions, as well as cognitive processes. While social environments are an essential part of architecture and interior design programmes in higher education, there is a need to encourage students to have meaningful peer learning and social interactions to develop TK through shared experiences, collaboration, and communication. Moreover, an imbalance exists between guidance and autonomy, leading students to either become confused in design processes or have their creativity and independence compromised by too much explicit instruction. In this vein, this chapter emphasises the use of virtual reality (VR) to respond to the need for TK development while recognising the advantages of the technology affordance and the opportunities it offers as opposed to traditional pedagogical approaches. Because of VR&s;s ability to create interactive, three-dimensional environments, it is an ideal medium for experiential engagement and collaborative learning, which are critical for TK development. VR offers a more effective, collaborative, and immersive pedagogical model that meets today&s;s students&s; skills and needs.