Gamification has the potential to significantly enhance student engagement and motivation in educational contexts. However, there is a lack of empirical research that compares different guiding strategies between AI-driven gamified and non-gamified modes in virtual learning environments to scaffold language learning. This paper presents an empirical study that examines the impact of AI-driven gamification and learning strategies on the learning experience and outcomes in virtual environments for English-language learners. A gamified English learning prototype was designed and developed. A between-group experiment was established to compare different gamified scaffolding groups: a traditional linear group (storytelling), an AI-driven gamified linear group (task-based learning), and a gamified exploration group (self-regulated learning). One hundred students learning English as a second language participated in this study, and their learning conditions were evaluated across three dimensions: engagement, performance, and experience. The results suggest that traditional learning methods may not be as effective as the other two approaches; there may be other factors beyond in-game interaction and engagement time that influence learning and engagement. Moreover, the results show that different gamified learning modes are not the key factor affecting language learning. The research presents guidelines that can be applied when gamification and AI are utilised in virtual learning environments.

There is a long-held sense in general that the increasing use of computers and digital technology changes how a user experiences and learns about the world, not always for the better. This paper reports on a longitudinal study of 245 architecture and construction students over a two year period which examines the impact that virtual reality technologies have on the learning style preferences of students. A series of controlled experiments tests for the impact that increasing exposure to a proprietary virtual reality system has on the mode of learning and learning style preferences of individuals and particular cohorts. The results confirm that when virtual reality applications are used in teaching and learning, the learning behaviours will favour a more concrete experiential mode of learning and a preference for the Accommodator learning style. However, the results also demonstrate, consistently and for the first time, individual students do not privilege any particular mode of learning or learning style preference to any significant extent but rather engage in all modes and represent all learning styles. Novel visualisation techniques are introduced to examine and discuss this contrast.

The implementation of two pre-occupancy evaluation tools (P-OET) demonstrating the feasibility of using mixed reality are documented. The focus is on the early design stages, where relative merits of distinct options are being considered. For proof-of-concept, a simple architectural design context was used – the simulation of a typical commercial office environment. Four principles underpin the specification of a Virtual Reality (VR) prototype: (1) quasi-realistic graphics and low geometry models; (2) a multi-sensory approach (3) the capacity to evaluate changes in temporal context (4) evaluation via a task-based approach, combined with voice recordings and activity tracking. The second prototype uses Augmented Reality (AR) technology to compare design options where interactive virtual models appear on a conference table. Evaluation of the prototype applications is discussed: VR POET proved highly feasible and demonstrated the effectiveness of the four principles above; AR POET showed potential but is constrained by the functionality of available hardware.