Inclusive interaction at a virtual scale: using multi-user virtual environments in the educational workflow of architectural design

This study introduces the integration of multi-user virtual environments (MUVEs) in a proposed four-phased workflow for architecture education. The workflow responds to the growing reports of students’ difficulties and dissatisfaction with interaction on online platforms. MUVEs are integrated as computational means to enhance inclusion in the learning process. Inclusion is reflected in active participation and interaction between culturally diverse participants. Free from real-world constraints, MUVEs allow learners to reconsider artefacts’ scale as stimuli for interaction. The study describes how MUVEs are used and experienced in a workshop given simultaneously to architecture students from France and India. Observations, outcome analysis and a post-course questionnaire were used to assess learning activity and inclusive interaction. Findings exhibit differences in accomplishing the workflow phases and utilising scale. The study identifies four unique concepts using MUVEs to facilitate inclusive interaction. This research brings new insights into how MUVEs can be integrated to foster quality education.