Goli, Amir2025-03-072025-03-072024-10-15https://hdl.handle.net/1808/35965This is the paper from a presentation given at Frontiers in Education (FIE) Conference on 10/15/2024.This innovative practice paper describes a novel educational framework that combines 4E cognition (embodied, embedded, enactive, and extended) with Virtual Reality (VR) technology to improve tacit knowledge (TK) acquisition in Architectural Engineering Education (AEE). In AEE studio courses, students solve and experience real-world design problems, experiment with solutions, and engage in reflective practices and cognitive processes in collaborative settings. This facilitates the rich development of TK, which includes intuition, practical skills, and lived experiences. However, in theoretical and technical courses, which rely heavily on passive learning of abstract concepts, there is not the same opportunity for students to cultivate TK, resulting in a disconnect between theoretical knowledge and practical applications. This gap can be bridged by leveraging VR's immersive and interactive capabilities, which the 4E cognition principles can strengthen. The 4E cognition emphasizes active learning experiences that mirror the “doing and reflecting” cycle found in AEE studio courses. This synergy between VR and 4E creates an engaging and effective learning environment for students to develop both explicit and tacit knowledge. This approach provides an opportunity for students, digital natives, to improve their intuitive ability to apply, analyze, evaluate, and create architectural knowledge. While only a few studies have used VR environments for AEE, there is no educational framework for designing experiences and sequences that immerse students in their learning processes for TK development. As a result, this paper proposes a VR-based theoretical framework with eight stages for developing immersive and interactive experiences that promote embodied learning, social interaction, and a deeper understanding of theoretical principles. Furthermore, a case study from a structural building course demonstrates how the framework facilitates building TK by simulating scenarios that promote deep cognitive engagement and intuitive problem-solving. This approach aligns with digital natives' learning preferences and aims to provide future architects with both theoretical knowledge and practical, innovative design skills necessary for professional success.Copyright 2024 Amir GoliKnowledge constructionImmersive technologyDesign pedagogyCognitive developmentCollaborative learningPresentationhttp://orcid.org/0000-0002-4929-6645openAccess