Analytical Comparison of Physical and Virtual LEGO Modules in Architectural Design Education

Abstract

The educational potential of games has increasingly attracted attention within architectural pedagogy, fostering investigations into game-based learning approaches. Among these, LEGO has gained prominence in both physical and digital formats, offering unique yet complementary contributions to design education. Physical LEGO sets strengthen students’ manual dexterity, three-dimensional reasoning, and confidence by engaging them in tangible construction processes. Virtual LEGO platforms, in contrast, advance technological literacy, spatial visualization, and digital exploration, thereby preparing students for the demands of contemporary design environments. This study examines the role of both physical and virtual LEGO modules in architectural and interior design education through a comparative analysis. Student groups from different levels were tasked with reconstructing a pre-designed architectural plan using both formats. Upon completion, participants completed a structured questionnaire designed to evaluate their learning experiences, perceived challenges, and skill development. Data were analyzed using SPSS to identify statistical relationships between the two approaches. Findings revealed significant correlations between the modules, indicating their complementary nature in fostering spatial literacy and design skills. Physical LEGO modules were particularly effective in promoting hands-on engagement, efficiency, and confidence, while virtual modules enhanced creativity in digital environments and cultivated a sense of achievement. The comparison demonstrates that rather than competing, physical and digital formats enrich architectural pedagogy by addressing different dimensions of the design process. By situating LEGO within the broader discourse of game-based learning in architecture, this study underscores the importance of integrating traditional tactile methods with emerging digital tools. Such integration not only bridges the gap between physical and virtual realms but also provides a rational perspective on contemporary educational challenges in an increasingly digitized world. Ultimately, the results highlight the potential of LEGO to serve as a versatile pedagogical medium that cultivates both foundational design skills and adaptability to future technological contexts.