## 3 Results and Discussion
### Teaching Satisfaction Evaluation
#### 3.4.2 Post-Experiment Interview Feedback  
Interviews were then conducted among 26 students who participated in the experiment, including 15 experimental group students, 10 control group students, and the developer of VR teaching models. Based on the practical experience, with the deepening of the interviews, the students expressed their opinions on the sensory experience, learning effects, restriction interference and the application scope of VR teaching in the VR teaching process.  
The interview results show that in the sensory experience, the immersive experience of VR teaching can help to improve concentration, while the sensory stimulation of the theoretical text part in VR teaching is different due to individual differences but shows a larger interest in practical operation. In terms of improving the theoretical knowledge learning effect, VR teaching has no obvious advantages than traditional teaching. However, the improvement of the learning effect of practical skills play an indelible role in the formation and deepening of the cognition of courses and even the understanding of majors and industries. Additionally, students believe that VR teaching can provide an intuitive experience of construction techniques. In cognitive training, VR teaching can be used as supplementary training for construction site visits. Moreover, all students are optimistic and supportive of the application of more emerging VR technology that will be able to simulate more content in construction courses.  
From the interviews with students, it is known that VR teaching alone would not significantly improve theoretical knowledge and that a combination of VR and traditional teaching would be a good option. Most students said that, although VR teaching can visually present theories, such as text and numerical values, due to the time pressure of mastering the pace of teaching and the inability to take notes in a fully immersive environment, the theoretical knowledge presented in VR teaching is like a \" fleeting cloud \" and can only be remembered instantly, which is a greater memory load than sitting still in a classroom. All students agreed that VR teaching should not replace traditional teaching, but should be used as a supplementary teaching tool to provide students with a visual experience of important construction processes after the teacher has delivered the classroom lectures. In terms of the frequency of VR use in classroom teaching, most students indicated that they could use VR devices for students to practice key processes in the form of exercises and lab sessions after teachers had completed their lectures.  
In the view of developers, the research and development of a VR model for construction teaching require cross-knowledge of civil engineering and software development. Therefore, the time, manpower and cost of development of a VR model for construction teaching are higher, and the application of software and hardware devices have higher requirements. A VR model for construction teaching should also be tested and modified several times to achieve the best teaching results. Therefore, the development of a VR model for construction teaching is a momentous challenge.  
According to the in-depth interview, compared with traditional teaching methods, the VR teaching effect is more optimistic regarding the process practice both in instant memory and delayed memory. Compared with traditional teaching methods, VR teaching can reduce negative emotions during the teaching process. The use of VR technology can improve students' satisfaction with the overall teaching effect, especially in terms of \"enhancing learning enthusiasm\" and \"cultivating hands-on practical ability\".