The emergence of immersive technologies, such as virtual reality (VR) headsets, has revolutionized the way we experience the physical world by creating a virtual, interactive environment. In the field of education, this technology has immense potential to provide students with a safe and controlled environment in which to experience real-world scenarios that may be otherwise unfeasible or unsafe. However, limited research exists on the effectiveness of integrating immersive technologies into technical education delivery. This research investigated the potential use of immersive virtual reality (IVR) in university-level construction management courses, with a focus on integrating IVR technology into traditional education for construction project planning and control. The experiment involved comparing the students’ learning and understanding of the subject matter using a set of two-dimensional construction drawings and a critical path method (CPM)-based construction schedule, with and without the use of an immersive environment. The findings suggested that the use of immersive technology significantly improved the students’ ability to understand technical concepts and identify any errors in the construction sequence when compared to traditional teaching methods. This paper presents the details of the experiment and a comparative analysis of both approaches in terms of students’ learning and understanding of project planning, sequencing, and scheduling.

Traditional teaching methods in construction management education often face challenges in providing students with practical, real-world experiences crucial for skill development. To address these limitations, this study explores the potential of integrating building information modeling (BIM) and virtual reality (VR) as educational tools for construction management students. Our aim is to assess the effectiveness of a 4D-BIM-based VR simulation in enhancing student’s learning experiences and performance in construction project management. This research employs a mixed-method approach, combining quantitative data and qualitative insights from a comparative experiment involving undergraduate students. Quantitative data were collected through objective error detection measures in construction sequences and processes, while qualitative insights were gathered from participant feedback. The findings highlight that students using VR-based simulations detected more errors in construction sequences and processes than in traditional 2D drawings, showcasing the utility of BIM and VR-enabled approaches in teaching construction management. This study contributes to the ongoing discourse on integrating advanced technologies into educational practices, particularly in construction management, where practical hands-on experiences are crucial for skill development and real-world application.