The integration of immersive technologies and generative artificial intelligence in higher education offers new possibilities for innovation in teaching. However, evidence for meaningful cognitive gains in these environments remains inconsistent. While virtual reality and gamified platforms tend to increase engagement and presence, they often do not lead to deeper understanding or advanced critical thinking. This study examines a focused intervention: a gamified WebXR micro-gallery designed to shift design history education from passive learning toward active critique and justification. The system integrates a Retrieval-Augmented Generation Socratic AI coach, limited to verified sources, and concentrates specifically on the core principles of the Bauhaus movement. Through structured dialogue, students are required to produce evidence-based explanations and comparative analyses rather than simply consume information. Grounded in established learning theories, the research compares this guided environment with an uncoached version. The results show that while immersion increases engagement, measurable and transferable improvements in complex design reasoning occur only when learners are supported by structured, context-aware Socratic guidance.
nima ghozatimoslehabadi (Thu,) studied this question.