## 4 Conclusions and Future Work  
This study develops a VR teaching model, which has been shared on the official website of South China University of Technology, and sets up a comparative experiment on traditional teaching and VR teaching to explore the application effect of VR in construction teaching. In the comparative experiment, the experimenter was first tested for immediate and delayed (2 days) memory effects, and then the cognitive load test was performed to evaluate the cognitive experience of the experimenter. Finally, the experimental participants and the VR teaching model developer were interviewed. Based on the above experimental results we can learn that VR has a significant positive effect in increasing students' enthusiasm for learning and developing hands-on practical skills, although unfamiliarity with operating the devices can make them nervous; however, VR teaching has no significant advantage in terms of immediate and delayed mastery of theoretical knowledge. Therefore, VR would be a good choice for courses with a strong practical requirement, such as, for example, physics labs, civil engineering materials labs, while for courses with a strong theoretical and memorization component, VR would be of very limited help. In conclusion, VR as a teaching tool can improve classroom outcomes but will not reverse or replace traditional teaching and learning. VR in construction teaching has shown many advantages, but there are still many challenges and limitations that deserve our attention and research in future work. 1. In terms of sensory experience, the experiments used external headgear, mainly for visual and auditory purposes, to make students feel the teaching case; some students with myopia said that it caused a certain load on the eyes, and students had mixed feelings about the sensory stimulation in VR teaching due to personal differences;2. VR teaching has a high dependence on high-cost software and hardware devices [31; 32], which leads to the difficulties in developing a complete the VR teaching model. Additionally, the development of VR platforms requires certain skills, and it is vital to ensure the quality of the VR models in high resolution;
3. The use of the VR devices requires training and instruction and, in some cases, the devices are not sensitive enough to respond in time and requires repeated manipulation of the handle;
4. The VR devices used in the experiment have a certain range of spatial positioning, approximately within 4m \(\times\) 3m, so students can only move within this range, which does not exactly match the range of the virtual space. Meanwhile, most students will rub against equipment such as lab tables and chairs, and are therefore limited in space when operating them. Conceptualization, D.A. and Y.D. ; methodology, H.D. and C.S. ; software, Y.X. and C.S. ; validation, D.A., Y.X. and L.Z. ; investigation, Y.X. ; resources, C.S. ; writing--original draft preparation, L.Z. ; writing--review and editing, D.A. ; supervision, H.D. and Y.D. ; funding acquisition, C.S. All authors have read and agreed to the published version of the manuscript. This research was funded by the Guangdong Science Foundation, No. 2022A1515010174 and 2023A1515030169; the State Key Lab of Subtropical Building Science, South China University of Technology, No. 2022 ZB19; and the Guangzhou Science and Technology Program, No. 202201010338. Not applicable. Some or all data, models, or code that support the findings of this study are available from the corresponding author upon reasonable request. In order to provide a better understanding of our VR model, we have provided the VR program for free public download.